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LIBRARY OF CONGRESS. 

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UNITED STATES OF AMERICA. 



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SUPPLEMENTARY LESSONS 



USE OF ENGLISH 



GRAMMAR SCHOOLS. 

BY y^ 

MARY f/hYDE, 

TEACHER OF COMPOSITION IN STATE NORMAL 
SCHOOL, ALBANY, N.Y. 




BOSTON : 

D. C. HEATH & COMPANY. 
1889. 






Copyright, 1889, 
By MARY F. HYDE. 



Typography by J. S. Gushing & Co., Boston. 



Presswork by Rockwell & Churchill, Boston. 



CONTENTS. 



SUPPLEMENTARY LESSONS. 



Lesson 
I. 


Kinds of Sentences 










Page 
I 


II. 


Kinds of Nouns . 










3 


III. 


Number Forms of Nouns 










6 


IV. 


Gender Forms of Nouns 










8 


V. 


Case Forms of Nouns . 










lO 


VI. 


Uses of Nouns 










13 


VII. 


Uses of Nouns. — Continued . 










17 


VIII. 


General Review of Nouns 










20 


IX. 


Review of Pronouns 










22 


X. 


Correct Use of Pronouns 










27 


XI. 


Review of Adjectives 










30 


XII. 


Review of Verbs . 










ZZ 


XIII. 


Mode 










35 


XIV. 


The Infinitive 










38 


XV. 


The Participle 










41 


XVI. 


Tense . . . . 










43 


XVII. 


Person and Number Forms . 










45 


XVIII. 


Auxiliary Verbs 










47 


XIX. 


Conjugation of the Verb Choose » 








49 


XX. 


Passive Forms of the Verb Choose 






51 


XXI. 


Progressive Forms of the Verb Choose 






53 


XXII. 


Forms of Verbs . 


. 








54 





CONTENTS. 










Lesson 


Page 


XXIII. 


Forms of Verbs. — Continued » . . . 57 


XXIV. 


Study of Verbs . 








60 


XXV. 


Adverbs . . . 








62 


XXVI. 


Prepositions . . . . 








. 65 


XXVII. 


Conjunctions 








. 67 


XXVIII. 


Interjections .... 








71 


XXIX. 


Phrases .... 








73 


XXX. 


Use of Phrases 








75 


XXXI. 


The Simple Sentence . 








. 78 


XXXII. 
XXXIII. 


Analysis of Simple Sentences 
Clauses .... 








81 
S3 


XXXIV. 


Complex Sentences 








87 


XXXV. 


Compound Sentences . 








89 


XXXVI. 


Miscellaneous Sentences for Analysis 






91 




Selections for Thought Analysis. 


I. 


The Birthday of Washington . . . » • 94 


II. 


The Constitution .... 








95 


III. 


What Constitutes a State? . 








96 


IV. 


Duties of American Citizens . 








96 


V. 


Patriotism ..... 








97 


VI. 


America ..... 








98 



Exercises in Composition 
Summary of Definitions and Rules 



100 
105 



SUPPLEMENTARY LESSONS. 



LESSON I. 

(Revieiv ^Lessons I. and II.*) 
KINDS OF SENTENCES. 

What is a sentence ? Name and define the four kinds of sentences. 
How many parts has each sentence? What are these parts called? 
What does each part do? Where is the subject of a declarative sen- 
tence usually placed? Give an example of a declarative sentence in 
which the predicate is placed first. How can the sentence, " They are 
here," be changed to an interrogative sentence? What is the subject 
of an imperative sentence? When the subject of an imperative sen- 
tence is expressed, where is it placed? 

Read each of the following sentences, tell whether it is declarative, 
imperative, interrogative, or exclamatory, and name its subject and its 
predicate : — 

1. Her voice was soft and gentle. 

2. Who is the happy warrior ? 

3. Make a proper use of your time. 

4. Is the night chilly and dark ? 

5. What a beautiful gift is this ! 

6. Smack went the whip. 

* AH directions of this kind refer to lessons in Part Third. 



SUPPLEMENTARY LESSONS. 



7. The stormy March has come at last. 

8. Prefer knowledge to wealth. 

9. The scenes of my childhood are dear to my heart. 

10. How are the mighty fallen ! 

11. Cleanse thou me from secret faults. 

12. Half-way up the stairs it stands. 

13. Amidst the storm they sang. 

14. Halt! 

15. Where shall rest be found ? 



WRITTEN EXERCISES. 
I. 

Write a declarative sentence about — 

coal, wheat, iron, rivers, 

gas, camels, buffaloes, March, 

II. 

Write an imperative sentence about — 

a chair, the moon, a stranger, 
a door, a letter, a book, 

III. 

Write an interrogative sentence about — 

a watch, a mountain, a book, 

beavers, seals, Canada, 

IV. 

Write an exclamatory sentence about — 

the moonlight, the sunshine, 

a book, a lesson. 



canals, 
October. 



a house, 
a boat. 



California, 
Africa. 



a rose, 
a street. 



KINDS OF NOUNS. 



LESSON II. 

KINDS OF NOUNS. 
(Review Lessons III. and IV.) 

What is a noun ? Into what two classes are nouns divided ? Define 
each class and illustrate by example. With what kind of letter should 
a proper noun begin ? 

Tell what is named by each italicized word in these sentences : — 

1. The army crossed the river. 

2. The committee could not agree. 

3. One swarm, left the hive. 

A noun that names a collection of persons or things is called a col- 
lective noun. 

Sometimes we think of a quality or condition of a thing, apart from 
the thing itself ; as, — 

1. The brightness of the sun. 

2. The strength of the lion. 

3. The illness of the child. 

4. The truth of the statement. 

K noun that names a quality or condition of a thing is called an 
abstract noun. 

A single letter or a combination of words may be used as a noun ; 
thus, — 

1. Give a the long sound. 

2. Have you read the Lady of the Lake ? 



SUPPLEMENTARY LESSONS. 



EXERCISE I. 

Mention the nouns in these sentences, tell what each names, and 
what kind of noun it is : — 

1. The robin and the wren are flown. 

2. On Thursday, the second of July, he again entered the city. 

3. Listen, my children, and you shall hear 
Of the midnight ride of Paul Revere. 

4. It must have required more courage to sign the Declara- 
tion of Independence than to fight the enemy in battle. 

5. The English army landed on an island, a few miles below 
Quebec. 

6. They put entire confidence in his courage, wisdom, and 
integrity. 

7. The congregation joined heartily in the singing. 

8. He had not where to lay his head. 

9. He giveth His beloved sleep. 

10. Ring out the old, ring in the new. 

11. But on the hill the golden-rod, and the aster in the wood, 
And the yellow sun-flower by the brook in autumn beauty 

stood. 

12. Heart, lungs, and brain play on through all the thousand 
nights of sleep. 

13. 'Tis the middle of night by the castle clock, 

14. Industry, honesty, and temperance are essential to hap- 
piness. 

A noun made up of two or more words put together is called a 
compound noun ; as, steamboat, son-in-law. 



KINDS OF NOUNS. 5 

When a compound word is made up of two simple words accented 
as a single word, it is usually written without the hyphen ; as, railroad, 
sunlight, bedroom. 

Compound words like the following are usually written with the 
hyphen : vice-president, step-mother, dining-room, canal-boat. 

EXERCISE II. 

Tell what each word is composed of, and how the principal word is 
modified : — 

blackbird, grandfather, daylight, 

raindrop, father-in-law. Englishman, 

major-general, half -barrel, man-servant, 

sailor-boy, blackberry, seashore. 

WRITTEN EXERCISES. 
I. 

Write sentences usiftg the following words as the subjects of 
verbs : — 

curtain. Congress, Longfellow, Florida, 

Washington, moon, regiment, beauty, 

honesty, flock, speed, Friday. 

n. 

Use the following words in sentences. Be careful to use or 
omit the hyphen, as in the examples given : — 

vice-president, step-mother, half-dollar, 

starlight, steamboat, dewdrop, 

workman, candle-light, tombstone, 

printing-office, needlework, twenty-five. 



SUPPLEMENTARY LESSONS. 



LESSON III. 



NUMBER FORMS OF NOUNS. 



(Review Liesson XL.!.) 



I. 



How many forms have nouns to express number? What are they 
called? State six different ways of forming the plural of nouns, and 
illustrate by examples.* Mention three nouns that have the same form 
in both numbers. 



n. 



Make a list of the nouns below whose plurals are formed by adding 
s, and a second list of those whose plurals are formed by adding es. 
Learn these forms : — 



pianos, 


lassos, 


potatoes, 


volcanoes, 


mosquitoes, 


negroes, 


echoes, 


cameos. 


heroes, 


solos. 


mottoes. 


twos, 


portfolios. 


porticos. 


cargoes, 


tomatoes. 


torpedoes, 


vetoes, 


buffaloes, 


mementos. 



III. 

Tell how these compound nouns form their plurals : — 

step-sons, brothers-in-law, men-servants. 

Some compound nouns form the plural like single words ; 
as, spoonfuls, maid-servants. 

* See Lesson XLV. 



NUMBER FORMS OF NOUNS. 



Some compounds make the principal word plural ; as, 
sisters-in-law. 

A few compounds change both words ; as, men-servants. 

When a title is prefixed to a proper name, the compound 
may be made plural by changing either the title or the 
name ; thus. The Misses Green, or the Miss Greens. 

The title is made plural when it is used with two or 
more names ; thus, Messrs. Strong and Wise. 

Some nouns have no singular ; as, scissors, ashes. 

Letters and figures add 's to form the plural ; as, Your a's 
look like o^s. Extend the fs and g^s below the hne. 

WRITTEN EXERCISES. 

I 

Write sentences containing the plurals of the following nouns : — 

shoe, valley, chimney, half, 

eye, leaf, muff, tooth, 

hedge, city, mystery, lily, 

thief, safe, mouse, army, 

handkerchief, tax, pulley, Marcy.* 

II. 

Write sentences containing the plural forms of the following : — 

piano, motto, potato, solo, 

hero, negro, buffalo, echo, 

portfolio, mosquito, lasso, volcano. 

* Many proper names do not follow the rule, but simply add s-, as, Henrys, Stacys. 



SUPPLEMENTARY LESSONS. 



III. 



Use the plural forms of these nouns in sentences : — 
vice-president, mouthful, sister-in-law, 



merchantman, 
Mr. Hale, 
tooth-brush, 



man-of-war. 
Miss Sand, 
cupful. 



mother-in-law, 
forget-me-not, 
pailful. 



IV. 



Use the following notms in sentences, with plural adjectives or 
verbs : — 



scissors. 


shears, 


measles. 


ashes, 


eaves. 


mumps. 


tongs. 


spectacles, 


trousers. 


oats, 


wages. 


pincers. 



Example. — These scissors are dull. 



LESSON IV. 



GENDER FORMS OF NOUNS. 



(Review Lesson XL,IV.) 



Name five nouns that denote males ; five that denote females. What 
are such nouns called ? Tell three ways in which the gender of nouns 
is distinguished, and illustrate by examples. 

Name a noun that may denote either a male or a female. Mention 
a noun that names a thing neither male nor female. 



GENDER FORMS OF NOUNS. 



9 



Tell — 

(i.) Which of these italicized nouns may denote either males or 
females. 

(2.) How you can determine the sex of the persons named in the 
other examples. 

1. Too many cooks spoil the broth. 

2. Is thy servant a dog, that he should do this thing } 

3. The servant placed the tray on the table. 

4. He cast off Vx-^, friends, as a huntsman his pack. 

For he knew, when he pleased, he could whistle them back. 

5. Each of the strangers was invited to sit down. 

6. He was di friend to th.Q prisoner. 

7. The Prince and his companion sailed out of the harbor. 

8. Your cousin is a man of great energy. 

9. Mrs. Bagnet sits in her gown of ceremony an honored 
guest. 

TO. As the last sentence fell from the lips of the reader, a 
loud shout went up. 

II. She was an accomplished ;;22/j-2W<3:;2. 



WRITTEN EXERCISES. 



Copy the following nouns, aitd opposite each write the feminine 
7ioun corresponding to it : — 



brother. 


lad. 


Jew, 


step-son. 


bachelor. 


nephew, 


lion, 


step-father. 


father. 


sir, 


negro. 


man-servant, 


gentleman, 


son. 


host, 


landlord. 


husband. 


uncle. 


duke, 


grandfather, 


king. 


heir, 


emperor. 


master. 



10 SUPPLEMENTARY LESSONS. 

Write sentences, using other nouns or pronouns with each of the 
nouns below, to show the sex of the person named : — 

friend, cousin, president, servant, clerk, 

child, teacher, author, artist, cook. 

Example.— Your /;7<?;z^ said she would call again. 



LESSON V. 

CASE FORMS OF NOUNS. 
(Review Lessons XLJI. and XL.III.) 

1. The boy lost the key. 

2. He entered the boys room. 

3. We met the boy. 

Mention the verb in the fir:t sentence. What is its subject?* 

The form of a noun or of a pronoun that is used as the subject of a 
verb is called the nominative form. The word is said to be in the 
nominative case. 

What is the office of the word boy's in the second sentence ? What 
is this form of the word called ? When a noun or pronoun is used to 
show possession, it is said to be in the possessive case. 

How is the word boy used in the last sentence ? A noun or a pronoun 

* See Lesson XVIII. 



CASE FORMS OF NOUNS. 11 

used as the object * of a verb or of a preposition is said to be in the 
objective case. 

The case of a noun is determined by the relation that it bears to 
other words in the sentence. The possessive case is the only one that 
has a special form. The common or ordinary form of the noun is used 
in the other cases. 

State three ways of forming the possessive of nouns, and illustrate by 
examples. 

How is the possessive of a compound word or phrase formed ? 

Possession is sometimes indicated by the objective case with the 
preposition of ; as, The mother of the child ^ for the child's mother. 

Note." — This form is generally used in speaking of things without life; as, The 
bank of the river, The door of the church, The lakes of Scotland. 

And also in speaking of persons, when the possessive would be ambiguous or 
awkward; as, The wife of one of my brothers. 

Point out the nouns in these sentences, tell how each is used, and 
name its case : — 

1. He was shown into the king's presence. 

2. He wrapped her warm in his seaman's coat. 

3. Cultivate the habit of attention. 

4. The children clustered round Grandfather's great chair. 

5. Where did the officer stand } 

6. The people's confidence in their commander was unshaken. 

7. We visited Washington's headquarters. 

8. A fisherman hastened along the beach. 

9. She heard the tramp of horses' hoofs and the rattling of 
wheels. 

10. The village master taught his little school. 

* See Lesson XIX. 



12 



SUPPLEMENTARY LESSONS. 



WRITTEN EXERCISES. 



Write the four forms of each of the nouns below : — 



friend, 


father, 


neighbor, 


lawyer. 


sailor. 


mother. 


cousin. 


merchant. 


secretary. 


brother, 


lobster. 


ox, 


wife. 


sister, 


child. 


colonel. 


statesman, 


calf. 


woman. 


schoolmate. 




COMMON 


FORM. POSSESSIVE FORM. 


Example. 


— Singular, 


lady, 


lady's. 




Plural, 


ladies, 


ladies'. 



II. 



Write the following, using the possessive form of the noun 
instead of the objective with of : — 

the reply of the boy, 

the sting of a bee, 

the address of the president, 

the words of the speaker, 



the camp of the enemy, 
the tusk of the elephant, 
the decision of the judge, 
the direction of the captain, 
the voices of the children, 



the art of the poet. 



Write sentences coiitaining the possessive forms of the fol- 



lowing . 



people, 
uncle, 

step-daughter, 
General Grant, 
Longfellow, 



lieutenant-governor, 
American Express Company, 
D. C. Heath & Co., 
soldiers, 
citizens. 



USES OF NOUNS. 13 



LESSON VI. 

USES OF NOUNS. 

I. — SUBJECT OF VERB. 

(Review Lesson XVIII.) 

1. The rain falls gently. 

2. The fleet consisted of nine vessels. 

3. How beautiful is the rain ! 

4. Oh, why should the spirit of mortal be proud ? 

5. Up flew the windows all. 

Which nouns in these sentences are used as the subjects of verbs? 
Of what verbs are they subjects? Where is the subject of a verb usually 
placed? Where is the subject of the verb placed in the third sentence 
above ? In the fourth sentence ? In the fifth sentence ? 

II. — TO COMPLETE PREDICATE. 
(Review Lesson XXII.) 

1. Young Harry was a lusty drover. 

2. Oh ! a dainty plant is the ivy green. 

3. I am monarch of all I survey. 

4. John Gilpin was a citizen 

Of credit and renown. 

5. Homer was a great poet. 

6. The groves were God's first temples. 

7. Toil is the condition of our being. 

Name the nouns that complete predicates, and tell what relation they 
bear to the subjects of the verbs. 



14 SUPPLEMENTARY LESSONS. 

A noun used with an intransitive verb to complete a predicate refers 
to the same thing as the subject of that verb, and so is in the same 
case. 

III. — POSSESSIVE QUALIFYING ANOTHER NOUN. 

1. A friend should bear his friend's infirmities. 

2. I grieve for life's bright promise. 

3. It was Mr. Webster's habit first to state to himself his 
opponent's argument. 

4. They held office during the king's pleasure. 

5. Enough, enough ! Sit down and share 
A soldier's couch, a soldier's fare. 

Name the possessive nouns, and tell how each is used. 

IV. — OBJECT OF A VERB. 

1. They fought the dogs, and killed the cats. 

And bit the babies in the cradles. 

2. Who planted this old apple-tree ^ 

3. The secretary read the report. 

Point out the nouns used as objects, and tell of what they are objects. 

v. — OBJECT OF A PARTICIPIiE. 

(Review Lesson LiVIII.) 

1. A woman sat in unwomanly rags, 

Plying her needle and thread. 

2. They sailed leisurely along the banks of the river, admiring 
the beauty of the forests. 



USES OF NOUNS. 15 



3. You should have heard the Hamelin people 

Ringing the bells till they rocked the steeple. 

Mention the verbs and the participles, and tell which nouns are used 
as the objects of participles. 

VI.— OBJECT OF AN INFINITIVE. 
(Review liCsson liXXX.) 

1. He ordered the soldiers to take their muskets. 

2. It is a noble thing to reward evil with good. 

3. A rich Persian resolved to divide his goods among his three 
sons. 

4. Leave me to manage the affair. 

5. She tried to conceal her grief. 

6. He is ready to begin the work. 

7. Strive to perform your duty. 

Point out the infinitives, and tell which nouns are used as their ob- 
jects. 

WRITTEN EXERCISES. 



Write sentences containing the following words used as the 
subjects of verbs: — 

soldier, forests, fleet, cannon, Christmas, 

arrow, harvest, truth, scissors, valley. 

II. 

Use the following words in sentences, to complete predicates : — 
general, orator, neighbor, poet, climate, 

river, hero, country, remedy, mineral. 



16 SUPPLEMENTARY LESSONS. 

III. 

Write sentences containing the possessive forms of the follow- 
ing : — 

brothers, ladies, Webster, father-in-law, 

Whittier, governor, president, major-general, 

Dickens, lawyer, officers, grandfather. 

rv. 

Use each of the following nouns as the object of a verb: — 

kindness, sound, friends, news, organ, 

village, Virginia, example, America, boat, 

country, poem, brothers, mountain, shadow. 



Use each of the following words as the object of a participle : — • 

gold, harbor, strangers, office, letter, 

family, grapes, enemy, mountain, poetry, 

leaves, path, sound, canoes, journey. 

VI. 

Use the following words as objects of infinitives : — 

governor, garden, 

prisoners, patience, 

music, cities, 



secret, 


newspaper, 


sunshine. 


lecture, 


faults, 


message. 



USES OF NOUNS. 17 



LESSON VII. 

USES OF NOUNS.— Continued. 

VII. — INDIRECT OBJECT. 

1. She gave me the address. 

2. Send the secretary two notices. 

3. He built his son a house. 

How many objects has each of these verbs? Tell which object is 
most closely related to the verb, in each sentence, and what the other 
object shows. The object that hmits the action of the verb is called 
the direct object. The object that shows to or for whom or what 
something is done is called the indirect object. 

Name the direct objects in these sentences. Name the indirect 
objects. 

VIII. — USED ADVEKBIALI.Y. 

1. They returned last night. 

2. The fish weighed three pounds. 

3. The boy walked a mile. 

What is the use of the phrase last night? Of the phrase three pounds ? 
Of a mile? Mention the nouns that are used like adverbs, and tell 
what they modify. 

Nouns expressing time, measure, etc., are sometimes used to modify 
verbs. They are then called adverbial objects, and are said to be 
in the objective case, adverbially. 

IX. — OBJECT OF A PREPOSITION. 

(Review I^esson XXXV.) 

1. Beware of entrance to a quarrel. 

2. It is the close observation of little things which is the 



18 SUPPLEMENTARY LESSONS. 

secret of success in business, in art, in science, and in every 
pursuit in life. 

3. I chatter over stony ways. 

In little sharps and trebles, 
I bubble into eddying bays, 
I babble on the pebbles. 

Point out all the nouns, and tell which are used as the objects of 
prepositions. 

X. — USED APPOSITIVEILY. 

1. He went to his old resort, the village inn. 

2. Spenser, Xh^ poet, lived in the time of Queen Elizabeth. 

3. These gay idlers, the butterflies, 
Broke, to-day, from their winter shroud. 

What is the use of the itahcized noun in the first sentence ? In the 
second sentence ? In the third ? 

When one noun is added to another noun in this way, to describe the 
thing named, it is called an appositive, or is said to be in apposi- 
tion with the first noun. 

Two nouns in apposition are in the same case. 

XI. — USED IN ADDRESS. 

1. Watchman, tell us of the night. 

2. Boatman, do not tarry. 

3. O Father ! I hear the sound of guns. 

4. Thou hast all seasons for thine own, O Death ! 

What noun is used in addressing a person in the first example ? In 
the second ? In the third ? What is addressed in the last sentence ? 

The noun that names the person or thing addressed is said to be in 
the nominative case of address or exclamation. 



USES OF NOUNS. 19 



XII. — USED ABSOI.UTEI.Y. 

1. The ship having sailed, we returned home. 

2. Dimter being ready, the company sat down. 

Point out the participles, and tell what nouns are used with these 
participles. Nouns cut off from the remainder of the sentence and 
used this way with participles are said to be used absolutely, or to be 
in the nominative case absolute. 

Name the verbs in these sentences and give the subject of each. 
What is the office of the phrase, the ship having sailed? Of the phrase, 
difiner being ready ? Which nouns are used absolutely ? 

WRITTEN EXERCISES. 
I. 

Write sentences containing nonns used as indirect objects of 
the following verbs : — 

brought, made, gave, sent, 

built, bought, asked, lent. 

n. 

Write sentences containijtg the following nonns used adverb- 
ially : — 

mile, dollar, month, hour, 

pound, night, old, quart. 

III. 

l/se each of the folloivi^ig noims as the object of a preposition : — 

July, fish, troops, flag, Wednesday, 

voyage, food, islands, water, wood. 



20 SUPPLEMENTARY LESSONS. 

IV. 

Write sentences containing the following words used as apposi- 
tives : — 

president, lawyer, Bancroft, inventor, , 

river, Bryant, discoverer, author. 

V. 

Write sentences containing the following words nsed in address 
or exclamation : — 

sir, father, wind, gentlemen, 

madam, daughter, sun, ladies. 

VI. 

Write sentences containi^ig the following words used absolutely 
with participles : — 

office, traveller, sun, rain, 

battle, train, horse, house. 



LESSON VIII. 

GENERAL REVIEW OF NOUNS. 
I. 

What is a noun ? State the difference between a proper noun and a 
common noun. What is a collective noun ? Give an example of an 
abstract noun. 

What is meant by the singular and plural forms of nouns ? How do 
most nouns form their plurals ? Mention other ways in which nouns 
form their plurals, and illustrate by examples. Name three nouns that 
have the same form in both numbers. Give three nouns that have no 
singular. How is the plural of compound nouns formed ? 



GENERAL. REVIEW OF NOUNS. 21 

Give examples of nouns having different forms to distinguish the sex 
of the person or thing named. Give five nouns that may denote either 
males or females. What nouns are said to be in the neuter gender? 
Name three ways in which the gender of nouns is distinguished. 

How many cases have nouns ? How can you determine the case of 
a noun ? Which case requires a change of form in the noun ? How is 
the possessive of nouns formed ? How is the possessive of a compound 
noun formed ? How may possession be indicated without the possessive 
form ? When is this way preferable ? 

II. 

Name the nouns in the following sentences, and tell — 

1. The kind of noun, and why it is so called. 

2. The form, if other than the simple form is used. 

3. The way in which it is used in the sentence. 

1. Their cottage stood on a rising ground. 

2. One of Washington's most invaluable characteristics was 
the faculty of bringing order out of confusion. 

3. The commander-in-chief arose from his chair to greet them. 

4. Samuel Adams, the distinguished patriot, died in 1803. 

5. The fault, dear Brutus, is not in our stars. 
But in ourselves, that we are underlings. 

6. Stay yet, my friends, a moment stay. 

7. Beware the pine-tree's withered branch ! 

8. Opportunities of doing good do not come back. 

9. I come to bury Caesar, not to praise him. 

10. Veterans ! you are the remnant of many a well-fought field. 

11. It was a summer of great hardship. 



22 SUPPLEMENTARY LESSONS. 

12. Are fleets and armies necessary to a work of love and 
reconciliation ? 

13. It is easy finding reasons why other people should be 
patient. 

14. The village was two days' journey from the sea. 

15. Give thy thoughts no tongue. 

16. Three vessels entered the harbor a few days later. 

17. My little ones kissed me a thousand times o'er. 

18. Defoe's best known work is Robinson Crusoe. 

19. The last witness now appeared. 

20. Give me liberty or give me death ! 



LESSON IX. 

REVIEW OF PRONOUNS. 

I. — PEKSONAI. PRONOUNS. 

(Review I^essons XL.VI.-L1.) 

Mention the pronouns in the following sentences, and tell what each 
denotes : — 

1. I wrote to him. 3. She found the box. 

2. Will you go ? 4. It was locked. 

What is a personal pronoun ? When is a pronoun said to be in the 
first person? When in the second person? When in the third person? 

Give sentences requiring the following forms of the different pro- 
nouns, and tell what each form stands for and how it is used in the 
sentence given : — 



REVIE-VSr OF PRONOtJHS. 



23 



- 




FIKST PERSON. 




I, 


my. 


we, our. 


myself. 


me, 


mine, 


us, ours, 

SECOND PERSON. 


ourselves. 


thou. 


thy. 


ye, your. 


yourself. 


thee. 


thine. 


you, yours, 
thyself. 

THIRD PERSON. 


yourselves. 


he, 


she, 


it, their. 


himself. 


his. 


her. 


its, theirs. 


herself. 


him, 


hers. 


they, them, 
themselves. 


itself. 



Which possessive forms are used with nouns? Which possessive 
forms are used alone ? Which forms may be used with self or selves to 
form compound pronouns? 



II. — ADJECTIVE PRONOUNS. 



(Review Lesson L.I.) 

1. These flowers are withered. 

2. These are the books. 

3. Rest a few minutes. 

4. Few believed the report. 

Which of the itahcized words are adjectives? Which are pronouns? 
How do you determine whether these words are adjectives or pronouns ? 
What are such words called? Give five sentences containing adjective 
pronouns. 



24 SUPPLEMENTARY LESSONS. 

III. — KEI.ATIVE PRONOUNS. 
(Review Lessons LXXXV.-I.XXXVI.) 

1. His nephew, who was present, knew nothing about the 
matter. 

2. Here is the cottage which is for sale. 

3. Uneasy lies the head that wears a crown. 

Read the dependent clause in each sentence, and tell what joins it 
to the remainder of the sentence. What other office do these connect- 
ing words perform besides connecting clauses ? What does who stand 
for in the sentence above? which? that? What are such words 
called? What is a relative pronoun? What is the antecedent of a 
relative pronoun? 

Sometimes the relative pronoun introduces an additional fact about 
the antecedent ; as, — 

Captain Hunter, who was by his side, suggested a quick step. 

Sometimes the relative clause limits or restricts the meaning of the 
antecedent ; as, — 

The house that he built is still standing. 

Mention the relative clauses in the following sentences, and tell 
which give additional facts and which restrict the meaning of the 
antecedents : — 

1. This was a signal to the patriots, who instantly despatched 
swift messengers to rouse the country. 

2. He who would be great in the eyes of others must first 
learn to be nothing in his own. 

3. They were accompanied by some Indians, who were skilful 
divers. 



REVIEW OF PRONOUNS. 25 

4. They saw nothing more valuable than a curious sea shrub, 
which was growing beneath the water. 

5. He that filches from me my good name 
Robs me of that which not enriches him, 
And makes me poor indeed. 

6. And they, whose meadows it murmurs through. 
Have named the stream from its own fair hue. 

7. The general, who was on horseback, ordered the troops 
to halt. 

8. They have taken forts that military men said could not 
be taken. 

9. They that have done this deed are honorable. 

10. I thrice presented him a kingly crown, 

Which he did thrice refuse. 

A relative clause not restrictive should be separated from 
the remainder of the sentence by the comma. 

IV. — INTERROGATIVE PRONOUNS. 
(Review liesson L,XXXVII.) 

1 . Who has been here } 

2. Which came } 

3. What caused the trouble.^ 

State the use of each italicized word. What are such pronouns 
called ? How can you tell whether a pronoun is a relative pronoun or 
an interrogative pronoun ? Give the different forms of who and tell how 
each is used. 

Select the pronouns in the following sentences, tell to what each 
refers, name the kind of pronoun, the form, and tell to what other word 
or words in the sentence it is related : — 



26 SUPPLEMENTARY LESSONS. 



1. He prepared himself honestly for his duties, by a thor- 
ough study of whatever could make him efficient in them. 

2. Some of the men had no muskets, and almost ail were 
without bayonets. 

3. The only ford by which the travellers could cross was 
guarded by a party of militia. 

4. You will be called to great duties. 

5. The evil that men do lives after them. 

6. E'en the slight harebell raised its head, 
Elastic from her airy tread. 

7. Kindly words, sympathizing attentions, watchfulness 
against wounding men's sensitiveness — these cost very little, 
but are priceless in their value. 

8. He had that inexhaustible good nature which is the most 
precious gift of Heaven. 

9. O dread and silent mount ! I gazed upon thee. 
Till thou, still present to the bodily sense. 
Didst vanish from my thought. 

10. Who sank thy sunless pillars deep in earth ? 
It. And will your mother pity me. 

Who am a maiden most forlorn ? 

12. She taught herself German, French, and Italian. 

13. Some were opposed to any change. 

14. Had he adopted the suggestions, which he rejected so 
impatiently, he would have held his position. 

15. What is that sound which now bursts on his ear.? 

16. O, how wretched 

Is that poor man that hangs on princes' favors ! 



CORRECT USE OF PRONOUNS. 27 

17. In many places the English found the wigwams deserted 
and the cornfields growing to waste, with none to harvest the 
grain. 

18. He sent to summon the remainder of his comrades, 
whom he had left at the seashore. 

19. She might just as well have talked to the wind that 
whistled past them. 

20. Thou shalt love thy neighbor as thyself. 



LESSON X. 

CORRECT USE OF PRONOUNS. 

I. 

Fill the blanks with nominative, possessive, or objective forms 
of pronouns. Tell why each form should be used: — 

1. Do unto others as would that-^ should do unto . 

2. Gray-headed shepherd, hast spoken well. 

3. My country, 'tis of , 

Sweet land of liberty. 
Of 1 sing. 

4. I remember hearing say that grandfather lived to 

the age of ninety-nine years. 

5. He devoted leisure to studying the political history 

of country. 

6. art the man. 

7. The maidens resumed labor. 



28 SUPPLEMENTARY LESSONS. 

8. " Yes, my friends," said to , *'this is to be 

home." 

9. Come, and will meet at the house. 

10. The books were sent to and . 

11. I would not try if were . 

12. or will deliver your message. 

13. Do trouble } 14. Is coming.'* 

15. Do know .'' 16. How many are with .'* 

17. comes here ? 18. did send ? 

19. is ? 20. Follow . 

II. 

Co/?j/ the following sejttences, filling the blanks with suitable 
pronouns : — 

1. The committee decided the matter without leaving 

seats. 

2. All passengers must show tickets. 

3. Every passenger must show ticket. 

4. Somebody left umbrella. 

5. Men at some time are masters of fate. 

6. Neither would admit that was in the wrong. 

7. Each soldier carried own gun. 

8. Happy, thrice happy, every one 
Who sees labor well begun. 

9. one who would succeed must learn to think for . 

10. The committee has offered to refund the amount which 
received from the company. 



11. Every man must bear own burden, 

12. All men think all men. mortal but . 



CORRECT USE OF PRONOUNS. 29 

III. 

Copy the following sentences, and afterwards write them from 
dictation : — 

1. Bear ye one another's burdens. 

2. One would be likely to lose one's way in this building. 

3. Each spoke of the other's faults. 

4. By others' faults wise men correct their own. 

5. One would be surprised to see one's name in the list. 

6. Who is one's neighbor } 

7. One pain is lessened by another's anguish. 

8. I know not what course others may take. 

IV. 

Copy the following sente7tces, filling the blanks with relative pro- 
nouns. Tell in each case why the form chosen sJwuld be used : — 

1. He was a descendant of Stephen Brown, came over 

from England. 

2. The house stood among flourishing apple-trees, three or 
four of are yet standing. 

3. He thinks much of himself will be in danger of being 

forgotten by the rest of the world. 

4. He was surrounded by a shouting multitude, most of 

had been born in the country he had helped to found. 

5. At length they came within full sight of the palace, 

proved to be very large and lofty. 

6. A man flattereth his neighbor, spreadeth a net for 

his feet. 

7. There is a calm for those weep. 

8. Few, few were they swords of old 

Won the fair land in we dwell. 



30 SUPPLEMENTARY LESSONS. 

LESSON XL 

(Review Lessons XII.-XIV.) 
REVIEW OF ADJECTIVES. 

1. A chair stood by the table. 

2. Did you notice that man ? 

3. The house contains nme rooms. 

4. The broad streets were shaded by beautiful elms. 

Give the use of each italicized word in the first sentence. State the 
difference in meaning between the and an or a. When should an be 
used ? When a ? Illustrate by examples. 

State the offices of the italicized words in the remaining sentences, 
and tell what each modifies. 

Mention an adjective that shows which thing is meant ; how many 
things are spoken of; what kind oi thing is meant. 

How many forms has the adjective broad? What are these different 
forms called, and what do they denote ? When should the comparative 
form be used ? What does the superlative form express ? What is the 
superlative of beautiful? Illustrate by examples two ways in which the 
comparative of adjectives is formed. Illustrate two ways in which 
the superlative of adjectives is formed. Mention two adjectives that 
are compared irregularly. 

Point out each noun, pronoun, and adjective in the following sen- 
tences ; state its form and use, and tell what relation it bears to some 
other word or words in the sentence : — 

I. Under a spreading chestnut-tree 

The village smithy stands. 



REVIEW OF ADJECTIVES. 31 

2. The Squire was a fine, healthy-looking old gentleman, with 
silver hair curling lightly round an open, florid countenance. 

3. The ford was deep and narrow. 

4. Six whaling ships were crushed in the ice near Point 
Barrow. 

5. He was an honest, temperate, forgiving man. 

6. The walls are high, and the shores are steep. 
And the stream is strong, and the water deep. 

7. His stature was commanding, his face handsome, his 
address singularly winning. 

8. With fingers weary and worn, 

With eyelids heavy and red, 
A woman sat in unwomanly rags, 
Plying her needle and thread. 

9. The passage was a boisterous one. 

10. Others have filled places more conspicuous, by an exact 
and disinterested performance of duty. 

11. He took a true delight in the return of singing birds. 

12. Along the banks are beautiful shaded walks, and near 
the town is a little island covered with ancient trees of im- 
mense size. 

13. Our little dwelling is a comfortable two-story house, quite 
new and very convenient. 

14. We had frequent thunder-storms, and several violent 
gales of wind. 

15. The autumn has been uncommonly fine, — a warm, sun- 
shiny September, a still and sunny October, and a great bril- 
liancy of color in the woods. 



32 SUPPLEMENTARY LESSONS. 

WRITTEN EXERCISES. 
I. 

Use in sentences suitable adjectives to describe the thi^igs named 
below: — 

shower, house, workman, journey, weather, 

story, eyes, complexion, disposition, sky. 

II. 

Write sentences, using an or a before each of the following 
words : — 

hour, European, union, honest, half, 

flag, year, one, hundred, auction, 

American, hotel, effort, few, universal. 

III. 

Write in ojte column the follozving words, and in a second 
column words of opposite meanings : — 

sweet, generous, polite, quickly, 

broad, noisy, careful, strong, 

strong, cheerful, expensive, sincere, 

bold, industrious, honest, modest. 

IV. 

Write sentences containing the following words used correctly 
as adjectives : — 

bright, difficult, dangerous, brisk, pleasant, 

real, golden, many, purest, dreary, 

better, several, earlier, strangest, wonderful. 



REVIE^W OF VERBS. 33 



LESSON XII. 

REVIEW OF VERBS. 
(Review ILessons XVIII.-XXII.) 

What is a verb ? When is a verb said to be transitive ? When in- 
transitive ? What two forms may a transitive verb have ? When is it 
called active ? When passive ? Illustrate the two forms by examples. 

I. — TRANSITIVE VERBS. 

Point out each transitive verb in the following sentences, tell 
whether it is in the active form or the passive form, name its subject, 
and give its object if it is in the active form, and mention the cor- 
responding active form if it is in the passive form : — 

1. I met a little cottage girl. 

2. He purchased an estate in this neighborhood. 

3. We v^ere directed to the nearest hotel. 

4. The letter was read by the secretary. 

5. The Colonel demanded a surrender of the fort. 

6. A Thanksgiving proclamation was issued by the Gov- 
ernor. 

7. Last night, the moon had a golden ring, 
And to-night no moon we see. 

8. Public measures were discussed by eminent men. 

9. Washington was appointed chairman of the committee. 
10. Truth seeks open dealing. 

II. - INTRANSITIVE VERBS. 

Some intransitive verbs have a complete meaning in themselves ; as, — 
The sun shines. 



34 SUPPLEMENTARY LESSONS. 

Other intransitive verbs must be followed by some other word or 
words to complete their meanings ; as, — 

1. He was a soldier. 

2. The air is clear. 

3. They stood here. 

Point out the intransitive verbs, name the subject of each, and tell 
what completes the meanings of the incomplete verbs : — 

1. The rainbov^ comes and goes, 
And lovely is the rose. 

2. He v^as a man of irritable temper. 

3. The snow froze as it fell. 

4. These timbers were valuable. 

5. The way was long, the wind was cold, 
The minstrel was infirm and old. 

6. This boy is an excellent speller. 

7. A vehicle laid up without use rusts and moulders. 

8. He was a most diligent student of the Bible. 

9. All the real pleasures and conveniences of life lie in a 
narrow compass. 

10. She starts, — she moves, — she seems to feel 

The thrill of life along her keel. 

WRITTEN EXERCISES. 
I. 

Write sentences containing the following words used as the 
objects of verbs : — 

trunk, windows, journey, bell, tree, 

attention, speeches, friends, flower, truth. 



MODE. 35 



II. 

Write sentences containing the passive forms of the following 
verbs : — 



discover, 


speak. 


hear, 


write. 


begin, 


forget, 


know, 


win, 


lose. 


send. 



III. 

Write sentences^ using the following words to complete predi- 
cates : — 

friend, day, country, cold, long, 

clear, hostess, speaker, happy, grateful. 



LESSON XIII. 

MODE. 

Verbs may assert actions in different ways ; thus, — 

1. He reads intelligently. (A direct assertion.) 

2. If you read the book, you will understand the sub- 
ject. (A conditional assertion.) 

3. Read with care. (A command.) 

The manner of asserting is called the mode of a verb. 
When a verb simply states a fact or asks a question, it is said to be 
in the indicative mode ; as, — 

He is at home. 



36 SUPPLEMENTARY LESSONS. 

When a verb expresses a command or an entreaty, it is said to be in 
the imperative mode ; as, — 

1 . Furl the sail. , 

2. Z^^/^T^^r us from evil. 

When a verb expresses something as conditional or doubtful, it is 
said to be in the subjunctive mode ; as, — 

1. If he be at home, he will receive you. (Doubt.) 

2. If he were here, he would explain the matter. (Denial.) 

3. Though the \yiS\. pass, the law will not be enforced. (Doubt.) 

In the subjunctive mode, be is used with all subjects in the present 
tense, and were with all subjects in the past tense ; thus, — 

PRESENT. PAST. 

If I be. If we be, If I were, If we were, 

If thou be. If you be, If thou were, wert. If you were, 
If he be. If they be. If he were, If they were. 

The simple form of other verbs is used in the second and third 
persons singular, when the verb is in the present tense ; thus, — 

INDICATIVE. SUBJUNCTIVE. 

Thou hearest. If thou hear, 

He hears. If he hear. 

The subjunctive form is now seldom used, except in the verb be. 

Mention the verbs in the following sentences ; tell which simply state 
facts, which express commands or entreaties, and which express condi- 
tional or doubtful assertions : — 



MODE. 37 



1. The captain arrived at two o'clock. 

2. The spring comes slowly up this way. 

3. Live in the present. 

4. If this report be true, the committee will be surprised. 

5. O that the day were done ! 

6. Had he been there, we should have seen him. 

7. To thine own self be true. 

8. Where the treasure is, there will the heart be also. 

9. What is your objection ? 

10. If thou be a king, where is thy crown ? 

1 1. Will it never be day ? 

12. Though he slay me, yet will I trust in him. 

IVKITTEN EXERCISES. 
I. 

Write seittences making direct assertions about — 

Christmas, water, coal, sunshine, 



books, March, wheat, winter.' 

II. 

Write a command or a7t entreaty about — 

the fire, the piano, a watch, your country, 

the door, lessons, a speech, unkindness. 

III. 

Write sentences, using the following verbs to express conditional 
or doubtful assertions : — 

be, were, hear, see, speak. 



38 SUPPLEMENTARY LESSONS. 



LESSON XIV. 

THE INFINITIVE. 
(Review L.esson L.XXX.) 

Point out the forms of verbs below that merely name actions, like 
nouns, and tell how they are used in these sentences : — 

1. He likes to ride. 

2. To see is to believe. 

3. Form the habit of listening attentively. 

These forms of the verb are called infinitives. How is each of the 
infinitives above like a verb ? How is each like a noun ? 

Nearly every verb has two infinitives. One is the simple form of the 
verb with or without to, and the other has the same form as the present 
participle. It is called the infinitive in ing. 

By the aid of the auxiliaries be and have, we obtain the following 
infinitive forms : — 

SIMPLE INFINITIVE. 

Active. Passive. 

To write, To be written. 

To be writing, To have been written. 
To have written, 



To have been writing. 



USES OF THE INFINITIVE. 

I. — Subject of Verb. 
To err is human. 



THE INFINITIVE. 39 



II. — To Complete Predicate. 
They seemed to understand. 

TIL — Object of Verb. 
He tried to speak. 

IV. — Object of Preposition. 

1. He is about to open the box. 

2. He is sure of selling the goods. 

v. — To Express Purpose, Consequence, Etc. 

1. They went to explore the cave. (With verb.) 

2. He is quick to take offence. (With adjective.) 

3. She has lessons to learn. (With noun.) 

SIMPLE INFINITIVE WITHOUT TO. 

After bid, dare, let, make, hear, see, and some other verbs, the simple 
infinitive without to is often used ; thus, — 

1. Let him^^. 3. I saw it move. 

2. I heard him speak. 4. Bid him enter. 

Mention all the verbs in the following sentences, select the infinitives, 
and tell how each is used : — 

1. To set something going is the most anybody can hope to 
do in this world. 

2. And out again I curve and flow 

To join the brimming river. 

3. The natives were ordered to keep away from the fort. 

4. Remember that when the inheritance devolves upon you, 
you are not only to enjoy, but to improve. 



40 SUPPLEMENTARY LESSONS. 

5. Let US do right to all men. 

6. You can hear his bellows blow. 

7. Columbus went to find a new route to the East. 

8. I hear the church-bells ring. 

9. Nobody dared to laugh. 

10. It is always safe to learn, even from our enemies — seldom 
safe to instruct, even our friends. 

11. He had the happy knack of starting interesting subjects 
and saying all sorts of interesting things by the way. 

1 2. Be careful not to interrupt another when he is speaking. 

13. Do with all your might whatever you have to do, without 
thinking of the future. 

14. There is in the character of every distinguished person 
something to admire and something to imitate. 

15. Be swift to hear, slow to speak. 

WRITTEN EXERCISES. 
I. 

Write sentences^ using the infinitives of the followijig verbs as 
the subjects or the objects of other verbs : — 

write, learn, speak, forget, draw, 

live, work, sing, find, plant. 

II. 

Write sentences^ using after each of the following words an 
infinitive to express purpose : — 

came, went, work, hard, good, 

house, eager, money, nothing, glad. 



THE PARTICIPLE. 41 



LESSON XV. 

THE PARTICIPLE. 
(Review r-esson liVIII.) 

1. Sitting down quietly, he watched the game. 

2. A letter received last night brought the news. 

Which forms of the verb in the foregoing sentences assert? Which 
do not ? What is the office of the latter forms ? What are such forms 
of the verb called? 

A participle that denotes unfinished action is called a present parti- 
ciple ; as, writing, hearing. 

A participle that denotes finished action is called a past or perfect 
participle ; as, written, heard. 

Compound forms are made by combining different parts of the verb 
be or have with the simple participles ; thus, — 

ACTIVE. PASSIVE. 

Writing, Written, 

Having written, Being written. 

Having been writing. Having been written. 

Select the participles in the following sentences, tell from what verb 
each is derived, and show how it is used in the sentence given : — 

1. Sailing along the bay, we came to an inlet from the sea. 

2. The ships, anchored in the harbor, were loaded with tea. 

3. He was a frequent visitor, coming at all hours of the day. 

4. Looking upward, he saw the round, bright, silvery moon. 



42 SUPPLEMENTARY LESSONS. 

5. A stream of water came dashing down the side of the 
mountain. 

6. The city, though laid out with a beautiful regularity, was 
unpaved. 

7. About seven o'clock the troops came in sight, advancing 
with quick step, their arms glittering in the morning sun. 

8. Having finished our work, we returned to the hotel. 

9. Peace being concluded, I turned my thoughts again to 
the affairs of the school. 

10. The officers, being on horseback, were more easily dis- 
tinguished. 

1 1 . The general, having been wounded, was brought off with 
difficulty. 

12. The door leading into the adjoining room was locked. 

WRITTEN EXERCISES. 
I. 

Write sentences containing present participles formed from the 
following verbs : — 

ask, give, bring, drive, speak, 

wish, choose, sit, take, fall. 

II. 

Write sentences containing perfect participles formed from the 
following verbs : — 

freeze, forget, tear, lose, bring, 

lay, set, throw, leave, hear. 



TENSE. 43 



LESSON XVI. 

TENSE. 
(Keview JLesson L,VI.) 

Name the tenses of the following verbs and tell what form of the 
verb is used in each : — 

1. I see the train. 

2. I saw your friend. 

3. I shall see the picture. 

4. He will see the picture. 

The future tense is made up of the verb shall or will with the infini- 
tive of the verb expressing the action. 

When is a verb said to be in the present tense ? When in the past 
tense ? When in the future tense ? 

Verbs denoting actions as finished or completed at some fixed time 
are said to form perfect tenses. 

A verb that denotes the action as completed at the present time is 
said to be in the present perfect tense ; as, — 

I have seen the book. 

The present perfect tense is made up of the auxiliary verb have and the perfect 
participle of the principal verb. 

A verb that denotes the action as having been completed before 
some past time is said to be in the past perfect tense ; as, — 

He had seen a notice of the meeting. 

The past perfect tense is made up of the auxiliary verb had and the perfect par- 
ticiple of the principal verb. 



44 SUPPLEMENTARY LESSONS. 

A verb that denotes an action to be completed before some future 
time is said to be in the future perfect tense ; as, — 

He will have seen the notice. 

The future perfect tense is made up of the auxiliary zvill have or shall have and 
the perfect participle of the verb expressing the action. 

Mention the verbs in the following sentences, give the simple form of 
each, name the principal parts of the verb, tell the tense, and show how 
it is formed : — 

1. He was of a shy and retiring disposition. 

2. Four times the sun had risen and set. 

3. You will find them at home. 

4. He had met with a great misfortune. 

5. Where your treasure is, there will your heart be also. 

6. He has finished the work. 

7. The people had the whole power in their own hands. 

8. He looked around him, and beheld new faces everywhere. 

9. We shall have no difficulty in finding the place. 

10. They have forgotten the language of their ancestors. 

WRITTEN EXERCISES. 
I. 

Copy the following forms of the verb hnow : — 

Present. I know. 

Past. I knew. 

FiUtire. I shall know. 

Present Perfect. I have known. 

Past Perfect. I had known. 

Future Perfect. I shall have known. 



PERSON AND NUMBER FORMS. 45 

II. 

Write the six tense forms of the verbs below, to be used with 
the subject I : — 

forget, give, rise, sing, speak, 

ride, read, hear, come, write. 



LESSON XVII. 

PERSON AND NUMBER FORMS. 
I. — PERSON FOKMS. 

Fii'st Person. 
I see, I write, I have, I do. 

Second Persoit. 
Thou seest. Thou writest, Thou hast, Thou dost (or doest). 

Third Person. 
He sees. He writes, He has, He does (doth or doeth). 

What form of each verb is used with a subject in the first person? 
Mention the forms used with a subject in the second person. What is 
the ending for these forms? Name the forms for the third person. 
How do these forms differ from the simple forms of the verbs ? 

The forms with thou and the forms for the third person in th or eth are now 
seldom used, except in prayer and in poetry. 

II. — NUMBER FORMS. 

Singular. He writes. He sees. He is. He has. 

Plural. They write. They see. They are. They have. 



46 SUPPLEMENTARY LESSONS. 

Compare these singular and plural forms and tell how they differ. 
Of what verb are is and are forms ? When should is be used ? When 
should are be used ? How can you tell whether to use has or have with 
a subject in the third person ? 

Tell the person and the number of the subjects required for the 
following forms : — 

gives, wilt, dost, couldst, 

hearest, has, art, does, 

canst, rides, moves, comes, 

were, is, mayest, goes. 

WRITTEN EXERCISE. 

Copy the following forms of the verb he, and afterwards write 
them from- tnemory : — 

INDICATIVE MODE. 

Present Tense. Past Tense. 

Singular. Plural. Singular. Plural. 

1. Am, I. Are, i. Was, i. Were, 

2. Art, 2. Are, 2. Wast, 2. Were, 

3. Is, 3. Are. 3. Was, 3. Were. 

SUBJUNCTIVE MODE. 

Present Tense. Past Tense. 

Singular. Plural. Singular. Plural. 

1. Be, I. Be, i. Were, 1. Were, 

2. Be, 2. Be, 2. Were (wert), 2. Were, 

3. Be, 3. Be. 3. Were, 3. Were. 

IMPERATIVE MODE. 

Be. 



AUXILIARY VERBS. 47 

INFINITIVE. PARTICIPLES. 

(To) be, Present. Being, 

Being. Perfect. Been. 

LESSON XVIII. 

AUXILIARY VERBS. 

Present, may, can, must, will, shall. 

Past. might, could, would, should. 

The verbs may, can, must, might, could, would, and should are used 
with an infinitive to express power, permission, possibility, etc. ; as, — 

1. He can speak French. (Power or ability.) 

2. You may stay an hour. (Permission.) 

3. He might forget the number. (Possibility.) 

4. They must attend the meeting. (Necessity.) 

5. Children j-/^^^//<^ ^^^^ their parents. (Obligation.) 

The present or past tense of the auxiliary verb may be used with the 
present infinitive ; as, — 

1. She may write. 

2. She might write. 

Might write is made up of the past auxiliary might and the present infinitive write. 

The present or past tense of the auxihary verb may be used with the 
perfect infinitive ; as, — 

1. She may have written. 

2. She might have written. 

Might have written is made up of the past auxiliary might and the perfect infini- 
tive have written. 



48 SUPPLEMENTARY LESSONS. 

Sometimes these auxiliaries are indicative, and sometimes they are 
subjunctive ; as, — 

1. He came, but he could not do the work. (Indicative.) 

2. If he were here, he could not do the work. (Subjunctive.) 

Such combined forms as may write, might write, etc., are sometimes called Poten- 
tial Forms. They are called potential present, potential past, potential present per- 
fect and potential past perfect. 

Mention the verbs in the following sentences, tell what each expresses, 
and of what parts it is composed : — 

1. For men may come, and men may go. 

2. He could enliven every conversation with an anecdote, 
and conclude it with a moral. 

3. Have patience, gentle friends ; I must not read it. 

4. One may acquire the habit of looking upon the sunny 
side of things, and he may also acquire the habit of looking 
upon the gloomy side. 

5. He could not have received the message. 

6. We should be as careful of our words as of our actions. 

7. He could speak readily in three or four languages. 

8. "We must fight ! " exclaimed the speaker, 

9. You might have seen the guests sitting around the table. 
10. No other poet could have painted those scenes in more 

strong and lively colors. 

WRITTEN EXERCISES. 
I. 

Write sentences, ttsing the present tense of inay, can, or must, 

with the present infinitive of — 

begin, go, read, speak, bring, 

give, sing, see, stand, lose. 



CONJUGATION. 49 



n. 

Write sentences^ using the past tense of may, can, or shall, 

with the present iiijinitive of — 

be, do, go, ride, show, 

come, fly, have, send, wear. 

III. 

Write sentences^ using may, can, or must, with the perfect 
infinitive of — 

find, break, drink, eat, hear, 

pay, rise, sell, sit, stand. 

IV. 

Write sentences, using might, could, or should, with the per- 
fect infifiitive of — 

drive, find, know, make, run, 

say, lie, set, teach, write. 



LESSON XIX. 

CONJUGATION OF THE VERB CHOOSE. 

ACTIVE FOKMS. 

To conjugate a verb is to give its different forms ; thus, — 

INDICATIVE MODE. 

Present Tense. 
Singular. Plural. 

1. I choose. I. We choose. 

2. Thou choosest. 2. You choose. 

3. He chooses. 3. They choose. 



50 SUPPLEMENTARY LESSONS. 

Past Tense. 
Singular. Plural. 

1. I chose. I. We chose. 

2. Thou chosest. 2. You chose. 

3. He chose. 3. They chose. 

Future Tense. 

1. I shall choose. i. We shall choose. 

2. Thou wilt choose. 2. You will choose. 

3. He will choose. 3. They will choose. 

Present Perfect Tense. 

1. I have chosen. i. We have chosen. 

2. Thou hast chosen. 2. You have chosen. 

3. He has chosen. 3. They have chosen. 

Past Perfect Tense. 

1. I had chosen. i. We had chosen. 

2. Thou hadst chosen. 2. You had chosen. 

3. He had chosen. 3. They had chosen. 

Future Perfect Tense. 

1. I shall have chosen. i. We shall have chosen. 

2. Thou wilt have chosen. 2. You will have chosen. 

3. He will have chosen. 3. They will have chosen. 

SUBJUNCTIVE MODE. 

Present Tense. 
Singular. Plural. 

1. (If) I choose. I. (If) we choose. 

2. (If) thou choose. 2. (If) you choose. 

3. (If) he choose. 3. (If) they choose. 



PASSIVE FORMS. 5:1 



Past Tense. 
Singular. Plural, 

I. (If) I chose. I. (If) we chose. 

2.- (If) thou chose. 2. (If) you chose. 

3. (If) he chose. 3. (If) they chose. 

IMPERATIVE MODE. 

Present Tense. 
Singular. Plural. 

Choose thou. Choose ye or you. 

INFINITIVES. 

Present. (To) choose. Present Perfect. (To) have chosen. 

Choosing. 

PAKTICIPLES. 

Present. Choosing. Present Perfect. Having chosen. 

WRITTEN EXERCISE. 

Write, arranging as above, the active forms of the following 
verbs: — 

wait, give, begin, do, drink. 



LESSON XX. 

PASSIVE FORMS OF THE VERB CHOOSE, 
(Review Liesson XX.) 

What is meant by the passive form of a verb ? What kind of verbs 
may have a passive form? 

The passive forms of a verb are made by joining its perfect participle 
to the different forms of the verb be ; thus, — 



52 SUPPLEMENTARY LESSONS. 



INDICATIVE MODE. 

Present. I am chosen. Pres. Perf. I have been chosen. 

Past. I was chosen. Past Perf. I had been chosen. 

Future. I shall be chosen. Fut. Peff. I shall have been chosen. 

SUBJUNCTIVE MODE. 

Present. (If) I be chosen. Past. (If) I were chosen. 

IMPERATIVE MODE. 

Be thou chosen. 

INFINITIVES. 

Present. (To) be chosen. Pres. Perf. (To) have been chosen. 

Being chosen. 

PARTICIPLES. 

Present. Being chosen. Perfect. Chosen. 

Present Perfect. Having been chosen. 

WRITTEN EXERCISES. 
I. . 

Write f arranging as above ^ the passive forms of the following 
verbs : — 

forget, drive, give, strike, shake. 

II. 

Write sentences containing passive forms of — 

draw, pay, sell, steal, take, 

forget, ring, spend, tear, find. 



PROGRESSIVE FORMS. 53 

LESSON XXI. 

PROGRESSIVE FORMS OF THE VERB CHOOSE* 

The progressive forms of a verb are made by joining its present par- 
ticiple to the different forms of the verb be ; thus, — 

INDICATIVE MODE. 

Pres. I am choosing. Pres. Perf. I have been choosing. 

Past. I was choosing. Past Perf. I had been choosing. 

Put. I shall be choosing. Put. Perf. I shall have been choosing. 

SUBJUNCTIVE MODE. 

Present. (If) I be choosing. Past. (If) I were choosing. 

IMPERATIVE MODE. 

Be choosing. 

INFINITIVES. 

Present. (To; be choosing. Pres. Perf. (To) have been choosing. 

PARTICIPLES. 

Present. Pres. Perf. Having been choosing. 

WRITTEN EXERCISES. 
I. 

Write, arranging as on the preceding page, the progressive 
forms of the following verbs : — 

read, write, drive, build, ride. 



* See Part III. p. 109. 



54 



SUPPLEMENTARY LESSONS. 



II. 



Write sentences containing progressive forms of — 



come, 


sing, 


read, 


write, 


ride, 


build, 


dig, 


hold, 


knit. 


make 



LESSON XXII. 

FORMS OF VERBS. 

Copy the following forms, and learn to write the past tense 
and perfect participle of each verb from mem,ory : — 

When the past tense or the perfect participle of a verb has more than one form, 
the form which is considered preferable is placed first. 

AliPHABETICAl, lilST OF VERBS. 



Present. 

abide 

arise 

awake 



Past. 

abode 

arose 

awoke 

awaked 



be ■ was 

bear bore 

[to bring forth] 

bear [to carry] bore 
beat beat 

begin began 



Perf. Part. 
abode 
arisen 

awaked 

been 
born 

borne 

beaten 

begun 



Present. 


Past. 


Perf. Part. 


bereave 


1 bereft 
/ bereaved 


( bereft 
[ ( bereaved 


beseech 


besought besought 


bid 


(bade 
(bid 


( bidden 
(bid 


bind 


bound 


bound 


bite 


bit 


: bitten 
bit 


blow 


blew 


blown 



FORMS OF VERBS. 



5B 



Present. 


Past. 


Perf. Part. 


Present. 


Past. 


Perf. Part. 


break 


broke 


broken 


dream 


( dreamed 
( dreamt 


\ dreamed 
/ dreamt 


breed 


bred 


bred 


bring 


brought 


brought 


drink 


drank 


drunk 


build 


\ built 


( built 


drive 


drove 


driven 


( builded 


\ builded 


dwell 


I dwelt 


J dwelt 


burn 


burned 
\ burnt 


burned 


\ dwelled 


( dwelled 


burnt 


eat 


ate 


eaten 


burst 


burst 


burst 


fall 


fell 


fallen 


buy 


bought 


bought 


feed 


fed 


fed 


can 


could 




feel 


felt 


felt 


catch 


caught 


caught 


fight 


fought 


fought 


chide 


chid 


( chidden 
(chid 


find 


found 


found 






flee 


fled 


fled 


choose 


chose 


chosen 


fling 


flung 


flung 


chng 


clung 


clung 


fly 


flew 


flown 


clothe 


( clothed 
Iclad 


clothed 
clad 


forget 


forgot 


( forgotten 
( forgot 


come 


came 


come 


forsake 


forsook 


forsaken 


cost 


cost 


cost 


freeze 


froze 


frozen 


creep 
crow 


crept 
( crowed 


crept 
crowed 


get 


got 


( gotten 
( got 


cut 


( crew 
cut 


cut 


gild 


gilded 


( gilded 
(gilt 


dare 


( dared 
( durst 


dared 


give 


gave 


given 






go 


went 


gone 


deal 


dealt 


dealt 


grind 


ground 


ground 


dig 


(dug 
\ digged 


1 dug 


grow 


grew 


grown 


( digged 


hang 


hung 


hung 








[to suspend] 






do 


did 


done 


have 


had 


had 


draw 


drew 


drawn 


hear 


heard 


heard 



56 



SUPPLEMENTARY LESSONS. 



Present. 
heave 

hew 

hide 

hit 
hold 
hurt 
keep 

kneel 

knit 

know- 
lay 



Past. 

heaved 

hove 

hewed 

hid 

hit 

held 

hurt 

kept 
( knelt 
( kneeled 

knit 

knitted 

knew 

laid 



Perf. Part. 
heaved 

hewed 

hewn 

hidden 

hid 

hit 

held 

hurt 

kept 

knelt 

kneeled 

knit 

knitted 

known 

laid 



WRITTEN EXERCISES. 



Present. 


Past. 


Perf. Part. 


lead 


led 


led 


leap 


( leaped 
\ leapt 


( leaped 
( leapt 


learn 


( learned 


( learned 


( learnt 


( learnt 


leave 


left 


left 


lend 


lent 


lent 


let 


let 


let 


lie [to recline] lay 


lain 


lose 


lost 


lost 


make 


made 


made 


may 


might 




mean 


meant 


meant 


meet 


met 


met 


pass 


passed 


( passed 
( past 



Write sentences containing the past tenses of the following 



verbs : — 










do, 


flee. 


fly, 


eat. 


bite. 


cling, 


drink, 


go. 


hide. 


let, 


kneel, 


burn. 


bid, 


beat. 


catch. 



II. 

Write the perfect participles of these verbs : — 

arise, be, bite, blow, break, 

draw, drive, feel, go, get, 

fly, flee, forsake, lay, hide. 



FORMS OF VERBS. 



57 



HI. 

Write senteiices containing tJie passive forms of — 

draw, drive, find, forget, hold, 

lay, lose, feel, break, bring, 

buy, choose, bind, catch, grind. 



LESSON XXIII. 



FORMS OF VERBS. — Continued. 



Present. 


Past. 


Perf Part. 


Present. 


Past. 


Perf. Part. 


pay 
put 


paid 
put 


paid 
put 


shear 


sheared 


j sheared 
( shorn 


quit 


( quit 
I quitted 


1 quit 

( quitted 


shed 
shine 


shed 
shone 


shed 
shone 


read 


read 


read 


shoe 


shod 


shod 


ride 


rode 


ridden 


shoot 


shot 


shot 


ring 
rise 


rang 
rose 


rung 
risen 


show 


showed 


( showed 
( shown 


run 


ran 


run 


shrink 


( shrunk 


shrunk 


say 


said 


said 


( shrank 


shrunken 


see 


saw 


seen 


shut 


shut 


shut 


seek 
sell 


sought 
sold 


sought 
sold 


sing 


sang 
sung 


sung 


send 


sent 


sent 


sink 


( sunk 
( sank 


( sunk 


set 


set 


set 


( sunken 


shake 


shook 


shaken 


sit 


sat 


sat 


shall 


should 




slay 


slew 


slain 



58 



SUPPLEMENTARY LESSONS. 



Present 


Past. 


Perf. Part. 


Present. 


Past. 


Perf. Part. 


sleep 


slept 


slept 


strive 


strove 


striven 






( slidden 


swear 


swore 


sworn 


slide 


slid 














( slid 




( sweat 


sweat 


smell 


( smelled 
( smelt 


( smelled 
( smelt 


sweat 
sweep 


( sweated 
swept 


sweated 
swept 


smite 


smote 


smitten 


swim 


swam 


swum 


sow 


sowed 


( sown 
( sowed 


swing 


swung 


swung 






take 


took 


taken 


speak 


spoke 


spoken 


teach 


taught 


taught 


speed 


sped 


sped 


tear 


tore 


torn 


spell 


spelled 


K spelled 
( spelt 


tell 


told 


told 


spelt 


think 


thought 


thought 


spend 


spent 


spent 


thrive 


( thrived 
( throve 


( thrived 
( thriven 


spill 


1 spilled 


( spilled 


1 spilt 


( spilt 


throw 


threw 


thrown 


spin 


spun 


spun 


thrust 


thrust 


thrust 


split 


split 


split 


tread 


trnH 


( trodden 


spoil 


( spoiled 


( spoiled 
( spoilt 


Ul \J\X 


( trod 


( spoilt 


wake 


{ woke 
( waked 


waked 


spread 


spread 


spread 






spring 


sprang 


sprung 


wear 


wore 


worn 


stand 


stood 


stood 


weave 


wove 


woven 


steal 


stole 


stolen 


weep 


wept 


wept 


sting 


stung 


stung 


will 


would 








( strewn 


win 


won 


won 


strew 


strewed 


( strewed 


wind 


wound 


wound 


stride 


strode 


stridden 


work 


( worked 
( wrought 


K worked 


strike 


struck 


( struck 
( stricken 


( wrought 






wring 


wrung 


wrung 


string 


strung 


strung 


write 


wrote 


written 



FORMS OF VERBS. 



59 



WRITTEN EXERCISES. 



Write the simple form of the verbs from which the following 
words and phrases are derived: — 



lay, 


shaken. 


has been seen, 


will sit. 


will come, 


had taken. 


are writing. 


shall tell, 


sowing. 


sowed, 


was shining. 


sprang. 


to be done, 


had done. 


had slept. 


swinging. 



Use the perfect participles of tJie following verbs with is^ are, 
was, iverCf have, has, or had : — 



rise, 


ride, 


see. 


set. 


shake, 


shine, 


shoe, 


steal. 


swim. 


take. 


tear, 


throw, 


wear. 


weave, 


write. 


strive, 


shear. 


ring. 


sit. 


speak. 



III. 

Write the passive forms correspoitding to the followi^ig : — 

shot, paid, will see, to seek, 

brought, had struck, may show, to have sold, 

shod, might catch, will write, having read, 

found, has given, driving, to have broken. 

IV. 



Write sentences showing the correct use of — 
sit, will, can, loose. 



set. 



shall, 



may, 



lose, 



fly. 

flee. 



60 SUPPLEMENTARY LESSONS. 



LESSON XXIV. 

STUDY OF VERBS. 

Select the verbs, the infinitives, and the participles, in the following 
sentences, and tell how each is used in the sentence given. Tell the 
kind of verb, name its principal parts, and point out any variation in 
form for mode, tense, person, or number. 

If the verb consists of more than one word, first tell how it is made up, and then 
name the principal parts of the chief verb. 

1. The travellers left their horses, and embarked in a large 
canoe. 

2. Once more the gates are opened. 

3. The shades of night were falling fast. 

4. The year is going, let him go. 

5. Ere the evening lamps are lighted. 

6. Keep thy tongue from evil. 

7. She must weep or she will die. 

8. A blue smoke went curling up from the chimney. 

9. He dreamt he had rung the palace bell. 

10. The councillors were appointed by the governor. 

11. Suit the word to the action. 

12. You are merry, my lord. 

13. The letters we have quoted show the fervor of his mind. 

14. Contracts had been made for the building. 

15. If it bear the test, it will be accepted. 

16. The day had been a day of calm and storm. 

17. Birds were warbling round, and bees were heard 
About the flowers. 



STUDY OF VERBS. 61 



1 8. You must wake and call me early. 

19. I have had playmates, I have had companions. 

20. I bring fresh showers for the thirsting flowers. 

21. He plainly saw that some strong measure must be taken ; 
yet it was not easy to determine what was to be done. 

22. Let us look at the result. 

23. It is better to do a few things carefully, precisely as they 
should be done, than to do ten times as many in a loose, slov- 
enly way. 

24. The major, riding forward, waved his sword, and ordered 
the soldiers to disperse. 

25. To-day the vessel shall be launched. 

26. Fear not each sudden sound and shock. 
2^. Joy comes, grief goes, we know not how. 

2^^. The things which I have seen I now can see no more. 

29. The streets were filled with excited men, some gathered 
in groups, and others moving towards the State House. 

30. The Mayor was dumb, and the Council stood 
As if they were changed into blocks of wood. 

31. Like the leaves of the forest when summer is green. 
The host with their banners at sunset were seen. 

32. We know what Master laid thy keel. 
What Workmen wrought thy ribs of steel. 

33. Who art thou } 

34. "'Tis some visitor," I muttered, "tapping at my chamber 
door." 

35. A merry heart doeth good like a medicine. 



62 SUPPLEMENTARY LESSONS. 



LESSON XXV. 

(Review L,essons XXVI. and XXVII.) 
ADVERBS. 

What is an adverb? Mention some of the 'ways in which an adverb 
may modify the meaning of a verb. Give an example of an adverb 
modifying an adjective ; of an adverb modifying another adverb. 

Adverbs may be divided into the following classes : — 

I. — ADVERBS OF TIME. 

1. I am now reading the book. 

2. He seldom spoke twice. 

3. The association meets annually. 

4. He always sits in his chair. 

Give the office of each adverb, and tell what it modifies. 

II. — ADVERBS OF PLACE. 

1. He looked back. 

2. The procession moved forward. 

3. We shall remain here until spring. 

Point out the adverbs, and show how each is used. 

III. — ADVERBS OF MANNER. 

1. The bells rang merrily. 

2. Silently the door opened. 

3. She speaks distinctly. 

Mention the verbs^ and tell how each is modified. 



ADVERBS. 63 

IV. — ADVERBS OF DEGREE. 

1. She speaks very distinctly. 

2. The coat was too small. 

3. We were greatly pleased. 

How distinctly does she speak? How small was the coat? How 
well were we pleased? Mention the adverbs, and tell what each 
expresses. 

V. — INTERROGATIVE ADVERBS. 

An adverb may be used to ask a question and at the same time show 
time, place, or manner ; as, — 

1. When did they start .^ 

2. Where did they go? 

3. How did he speak? 

VI. -ADVERBS OF AFFIRMATION AND NEGATION. 

1. She will surely aid you. 

2. He did not stay. 

3. It will certainly be done. 

Point out the adverbs, and tell the office of each. 
Mention the adverbs in the following sentences, give the meaning 
of each, and tell what it modifies : — 

1. They gazed down into the water. 

2. The news seemed too good to be true. 

3. The weather was oppressively warm. 

4. His power of describing scenery is often very remarkable. 

5. Suddenly a light was seen. 

6. The boat sped away o'er the waters. 

7. Slowly and sadly we laid him down. 



64 SUPPLEMENTARY LESSONS. 

8. So passed the morning away. 

9. Why stand we here idle ? 

10. I thrice presented him a kingly crown. 

1 1. How are the mighty fallen ! 

12. He is well paid that is well satisfied. 

13. Whence is that flame which now glares on his eye.-^ 

14. Prescott now mounted the parapet, and walked leisurely 
about, inspecting the works, giving directions, and talking 
cheerfully with the men. 

15. The troops marched steadily on. 

16. He had recently been elected a major-general, but had 
not received his commission. 

17. Very few remained here. 

18. A thousand hearts beat happily. 

19. Ah ! then and there was hurrying to and fro. 

20. Somewhere the birds are singing evermore. 

WRITTEN EXERCISES. 
I. 

Write sentences y using the following words to show when or 
how often some action was performed : — 

now, to-day, presently, instantly, once, 

yesterday, already, lately, immediately, soon, 

often^ still, heretofore, to-morrow, afterward. 

II. 

Write sentences, tcsing the following words to show where 
something took place : — 

here, there, above, near, together, 

where, whither, whence, by, yonder. 



PREPOSITIONS. 65 

III. 

Write sentences, using these words to show how something 
was done : — 

well, softly, quickly, easily, brightly, 

faithfully, neatly, so, slowly, exactly. 

IV. 

Use these words in sentences, to show the degree or extent of a 
quality : — 

much, little, more, almost, scarcely, 

very, quite, greatly, thoroughly, terribly. 

V. 

Use the following words in sentences to show affirmation or 
negation : — 

surely, certainly, not, never, undoubtedly. 



LESSON XXVI. 

PREPOSITIONS. 
(Review I^essons XXXV. and XXXVI.) 

Mention the prepositions in the following sentences, tell between 
what words they show relation, and show how the prepositional phrases 
modify the words to which they are joined : — 

1. Into the valley of Death 

Rode the six hundred. 

2. The love of Nature is the first thing in the mind of the 
true poet ; the admiration of himself, the last. 



66 SUPPLEMENTARY LESSONS. 

3. Heaped in the hollows of the grove, the autumn leaves 
lie dead. 

4. The surf had beaten for centuries against the face of the 
rock untilit had bored this cavern deep into its sides. 

5. Heaven lies about us in our infancy. 

6. Audubon, the naturalist, was fresh from his wanderings 
over the continent, from Labrador to the capes of Florida, and 
from the Alleghanies to the Rocky Mountains. 

7. I stood on the bridge at midnight. 

8. We wait for thy coming, sweet wind of the South ! 

9. The shades of night were falling fast. 

10. The door swung back on its hinges. 

11. The kettle was lifted from the fire. 

12. The house stood on the side of a hill. 

13. A shady sycamore grew by the door, with a woodbine 
wreathing around it. 

14. The clock stood in the corner behind her. 

15. The shadows dance upon the wall. 

16. Then Christabel knelt by the lady's side, 

And raised to heaven her eyes so blue. 

17. From peak to peak, the rattling crags among, 
Leaps the live thunder ! 

18. America has furnished to the world the character of 
Washington. 

19. In the corners of the apartment were fowling-pieces, 
fishing-rods, and other sporting implements. 

20. The woods of autumn, all around our vale, 
Have put their glory on. 



CONJUNCTIONS. 67 



WRITTEN EXERCISES. 

Copy the following sentences, filling the blanks with prepositions 
that will express the right relations : — 

1. The difficulty was settled without the interference 

strangers. 

2. Charles corresponds his cousin, 

3. The furniture corresponds the house. 

4. There is no need your going. 

5. He had difficulty finding the place. 

6. What is the matter the speaker } 

J. This design is similar the other. 

8. Our house is small in comparison yours. 

9. He was attended hundreds armed men. 

10. They were deeply hurt by this want confidence. 

11. She died typhoid fever. 

12. He was killed ■ a falling rock. 

13. They will remain home. 

14. She opened the door, and walked the next room. 

15. We were detained home. 

LESSON XXVH. 

CONJUNCTIONS. 
(Review Lesson XXXVII.) 

What is a conjunction? What do conjunctions join? In what way 
are conjunctions and prepositions alike? How do they differ? 

^ Conjunctions that connect sentences, or parts of sentences, of equal 
rank are called co-ordinate conjunctions. They are used to join 
words, phrases, and clauses having the same construction ; thus : — 



68 SUPPLEMENTARY LESSONS. 

1 . Let US cultivate a true spirit of union and harmony. 

2. Through days of sorrow and of mirth. 

3. Be just, andi^-d^x not. 

4. He works hard, biU he does not prosper. 

5. You must go, or I shall remain at home. 

Tell what each conjunction joins in these sentences. 

The conjunction and simply joins two similar parts. But joins con- 
trasted thoughts. The word or clause that follows it is opposed in 
meaning to what goes before. Or implies an alternative ; that is, a 
choice between two things. 

The following conjunctions are often used together as correlatives : — 



both . . 


. and. 


neither 


. . . nor. 


not only . 


. but 


either . 


. . or, 


not . . . 


but, 


whether . , 


. or. 



1. Either he or I must go. 

2. He studied art both in France and in Germany. 

Conjunctions that connect parts of sentences of unequal rank are 
called subordinate conjunctions. They are used to join subordi- 
nate or dependent clauses to the principal clause of a sentence ; thus : — 

1. The meeting was closed, because the speaker was ill. 
(Cause.) 

2. Speak clearly, if you would be understood. (Condition.) 

3. ^y^^;2 a great man falls, the nation mourns. (Time and cause.) 

4. She came that we might go. (Purpose.) 

5. You will reap as you sow. (Comparison.) 

EXERCISE I. 

Mention the conjunctions in the following sentences, tell the class to 
which each belongs, and name the words or clauses that it connects : — 



CONJUNCTIONS. 69 

1. Let honesty and industry be thy constant companions. 

2. Now stir the fire, and close the shutters fast. 

3. Either he is talking, or he is pursuing. 

4. Is this a time to be cloudy and sad ? 

5. If we fail, it can be no worse for us. 

6. The country was to be defended, and to be saved, before 
it could be enjoyed. 

7. He calls on the people not only to defend, but to study 
and understand their rights and privileges. 

8. Days brightly came and calmly went. 

9. She trimmed the lamp, and made it bright, 
And left it swinging to and fro. 

10. There is nothing so difficult as the art of making advice 
agreeable. 

11. Now had the season returned when the nights grow 
colder and longer. 

12. The time we live ought not to be computed by the num- 
ber of years, but by the use that has been made of them. 

13. His voice was soft and gentle, but with an accent and 
vivacity derived from his French blood. 

14. Love not sleep lest thou come to poverty. 

15. Live well that you may die well. 

16. Our hearts should be filled with gratitude when we con- 
template the wonderful works of nature. 

17. A clownish air is but a small defect; yet it is enough to 
make a man disagreeable. 

18. Three wives sat up in the lighthouse tower, 

And they trimmed the lamps as the sun went down. 



70 SUPPLEMENTARY LESSONS. 

19. His stories are good to hear at night, because we can 
dream about them asleep; and good in the morning, too, 
because then we can dream about them awake. 

20. Our band is few, but true and tried. 

21. The secret wouldst thou know 

To touch the heart or fire the blood at will ? 

22. Sink or swim, live or die, survive or perish, I give my 
hand and my heart to this vote. 

EXERCISE II. 

Name the office of each italicized word, and tell what part of speech 
it is : — 

1. They came, but they did not stay. 

2. None knew her dut to love her. 

3. It is 3ut a step beyond. 

4. Shall we meet beyond the river ? 

5. We walked up the hill. 

6. Up went the flag. 

7. The train stopped for water. 

8. This tree will flourish, for it has struck its roots deep. 

9. Look before you leap. 

10. Look before and behind. 

11. He will arrive before night. 

12. He retired <^^//2W the scenes. 

13. After the horse was stolen, the stable was locked. 

14. You ^o first, and I will follow. 

15. The evil that men do lives after\\\.^TCi. 

16. The neighbors came flocking about us. 

17. One lingering look behind I cast. 



INTERJECTIONS. 



71 



1 8. His great fires up the chimney roared. 

19. He who would search for pearls must dive below. 

20. He counted the moments as they passed. 

WRITTEN EXERCISES. 
I. 

Write sentences containing words, phrases, or clauses joined by 
the following conjunctions : — 

and, but, nor, 

yet, moreover, whether, 

or, therefore, still, 

so, hence, nevertheless, 

II. 

Use the following conjunctio7ts in sentences, to join a dependent 
clause to a principal clause : - — 



either ... or, 
neither . . . nor, 
both . . . and, 
as well as. 



because, 


since. 


if, 


as soon as. 


unless. 


until. 


when. 


as well as. 


before, 


where. 


that, 


in order that. 


as. 


than. 


lest, 


so that. 


ere, 


till. 


for, 


notwithstanding. 



LESSON XXVHI. 

INTERJECTIONS. 
(Review liesson XXXVIII.) 

What is an interjection? Name an interjection that expresses pain; 
surprise ; joy ; one that calls attention ; one that calls to silence. Give 
an example of a verb used as an interjection ; of a noun. What mark 
should be placed after an exclamatory word or phrase ? 



72 SUPPLEMENTARY LESSONS. 

Mention the interjections in the following sentences, tell what each 
expresses, and explain the use of each exclamation point : — 

1. Hark! 'tis the twanging horn o'er yonder bridge. 

2. Alas ! they had been friends in youth ; 
But whispering tongues can poison truth. 

3. Arm! arm! it is — it is — the cannon's opening roar. 

4. Our country calls ; away ! away ! 

5. Ay! ye may well look upon it. 

6. ''What!" exclaimed the Colonel, "do you mean to tell 
me that you alone have held that tower against me ?" 

7. O mighty Caesar ! dost thou lie so low ? 

8. Ah ! whither now are fled those dreams of greatness ? 

9. Lo ! how all things fade and perish ! 

10. " Aha ! do you think so ! " cried the king. 

DICTATION EXERCISES. 
I. 

Copy these sentences, paying particular attention to the capitalization 
and punctuation, and afterwards write them from dictation: — 

1. Hark! from the murmuring clods I hear 
Glad voices of the coming year. 

2. "Alas!" cried these kind-hearted old people, "what has 
become of our poor neighbors } " 

3. "Ho! ho! ho!" roared the giant, in a fit of immense 
laughter. 

4. " Hist ! hist ! " whispered his companion. 

5. All stood amazed until an old woman, tottering out from 
among the crowd, put her hand to her brow, and peering under 
it in his face for a moment, exclaimed, " Sure enough ! it is 
Rip Van Winkle." 



PHRASES. 73 



II. 

Hark ! hark to the robin ! its magical call 

Awakens the flowerets that slept in the dells; 

The snow-drop, the primrose, the hyacinth, all 
Attune at the summons their silvery bells. 

Hush! ting-a-ring-ting ! don't you hear how they sing? 

They are pealing a fairy-like welcome to Spring. 



LESSON XXIX. 

PHRASES. 
(Review L,esson LiXXXI.) 

Phrases may be named according to their y^r;;^. Thus : — 

I. — PREPOSITION AI. PHRASES. 

A phrase introduced by a preposition is called a prepositional 
phrase ; as, — 

1. The leaves of this plant are glossy. 

2. We heard the sound of distant footsteps. 

3. The troops were marching through a valley. 

4. He reads for information. 

Name the prepositions that introduce the different phrases, and tell 
between what words they show relations. 

What leaves are glossy ? What sound was heard ? Where were the 
troops marching ? Why does he read ? Which of these phrases are used 
like adjectives? Which are used like adverbs? Give an example of a 
prepositional phrase modifying a noun. Give an example of a prepo- 
sitional phrase modifying a verb. 



74 SUPPLEMENTARY LESSONS. 

II. — INFINITIVE PHRASES. 

A phrase introduced by an infinitive is called an infinitive phrase ; 

as, — 

1. To do good should be the aim of all. 

2. He hoped to win the prize. 

3. Crowds came to behold the sight, 

4. It is easy to decide the matter. 

What is the subject of the verb in the first sentence? What is the 
object of the verb in the second sentence? Give the office of the 
phrase to behold the sight. What is the subject of the verb in the fourth 
sentence ? What does the phrase show ? To decide the matter is explan- 
atory of //, which takes the place of the real subject. 

III. — PARTICIPIAL, PHRASES. 

A phrase introduced by a participle is called a participial phrase ; 

as, — 

1. Looking upward, they beheld the cause of the trouble. 

2. He advanced, followed by the Jive faithful workmen. 

3. Having finished the work, he demanded his pay. 
Mention the participial phrases, and tell the office of each. 

IV. — APPOSITIVE PHRASES. 

A phrase made up of an appositive noun and its modifiers is called 
an appositive phrase ; as, — 

1. He comes, the herald of a noisy world. 

2. St. Augustine, the oldest town in the United States, was 
settled by the Spaniards. 

Select the phrases in the following sentences, name the kind of phrase, 
and tell how each is used : — 



USE OF PHRASES. 75 

1. Strive to be usefully employed. 

2. Having obtained the information, he ceased questioning. 

3. They saw a small vessel approaching the shore. 

4. At last, turning briskly away, she came towards the table. 

5. We are anxious to learn the result. 

6. It must have been difficult to convince this man of his 
error. 

7. Not one of these men offered to lend his assistance. 

8. Down plunged the diver, and soon rose dripping from the 
water, holding the sea-shrub in his hand. 

9. To love one's country has ever been esteemed honorable. 

10. And out again I curve and flow 

To join the brimming river. 

11. This edifice, the cradle of liberty, had been used by the 
British officers as a playhouse. 

WRITTEN EXERCISE. 

Write sentences co7itaining — 

1. A prepositional phrase. 

2. An infinitive phrase. 

3. A participial phrase. 

4. An appositive phrase. 



LESSON XXX. 

USE OF PHRASES. 

Phrases may be named according to the office performed by each. 
Thus : — 



76 SUPPLEMENTARY LESSONS. 



I. — ADJECTIVE PHRASES. 

A phrase that performs the office of an adjective is called an adjec- 
tive phrase ; as, — 

1. The doors of the church were open. 

2. He beheld a stranger standing near him. 
Tell what each phrase modifies. 

II. — ADVERBIAL PHRASES. 

A phrase that performs the office of an adverb is called an abverbial 
phrase ; as, — 

1. They landed on an island. 

2. He came to inspect the work. 

3. The supper being over, the strangers departed. 

Show how the phrase is used in each sentence. 

The phrase, The supper being over, is nearly equivalent to the clause. As the 
supper was over. It gives a reason for the departure of the strangers. 

III. — SUBSTANTIVE PHRASES. 

A phrase that performs the office of a noun is called a substantive 
phrase ; as, — 

1. To please all is impossible. 

2. We hope to hear the speaker. 

3. It is useless to refer to the stibject again. 

Mention the phrases, and tell how each is used. 

EXERCISE. 

Point out the phrases in the following sentences, and tell how each 
is used : — - 



USE OF PHRASES. 77 



1. In happy homes he saw the Hght 

Of household fires gleam warm and bright. 

2. Religion dwells not in the tongue, but in the heart. 

3. Hark ! I hear the bugles of the enemy. 

4. Mont Blanc is the monarch of mountains. 

5. Rise with the lark. 

6. It was one by the village clock. 

7. The newly elected member went in state to the City 
Cross, accompanied by a band of music. 

8. The doors of the prison closed upon him. 

9. Around the walls stood several oak bookcases. 

10. The edges and corners of the box were carved with most 
wonderful skill. 

11. You must change your style of living. 

12. Point thy tongue on the anvil of truth. 

13. It stands on a mound which elevates it above the other 
parts of the castle, and a great flight of steps leads to the 
interior. 

14. The paths of glory lead but to the grave. 

15. Cease to do evil ; learn to do well. 

16. Here delicate snow-stars, out of the cloud, 

Come floating downward in .airy play. 

WRITTEN EXERCISES. 
I. 

Write five sentences containing adjective phrases. 

II. 

Write five sentences containing adverbial phrases. 



78 SUPPLEMENTARY LESSONS. 

III. 

Write sentences containing an i7tfinitive phrase nsed — 

1. As the subject of a verb. 

2. As the object of a verb. 

3. To explain the subject it. 



LESSON XXXI. 

(Keview liessons I., II.) 
THE SIMPLE SENTENCE. 

Of how many parts does every sentence consist? What are these 
parts called? What is the office of the subject? What is the office of 
the predicate ? What is a simple sentence ? 

A simple sentence is a sentence that expresses one 
thought. 

The subject of a simple sentence may be — 

I. A noun ; as, — 

Snow protects the ground. 

II. A pronoun ; as, — 

We heard the glad tidings. 

III. A phrase ; as, — 

1, To believe the report is impossible. 

2. Walking through these fields is forbidden. 

The subject may be enlarged by the following modi- 
fiers : — 



THE SIMPLE SENTENCE. 79 

I. An adjective ; as, — 

I. Dark clouds were seen. 

II. A possessive noun or pronoun; as, — 

1. Robert's work is right. 

2. My opinion is not changed. 

III. An appositive noun or phrase ; as, — 

1. Charles Dickens, the novelist, died in 1870. 

2. The church, a gray stone structure, stood near the 

corner. 

IV. A phrase ; as, — 

1. The winds of winter are cold. 

2. She, hearing her name, turned back. 

The predicate of a simple sentence may be — 
I. A complete verb — 

1. In a simple form ; as. The sun shines. 

2. In a compound form ; as, The sun is shining. 

II. An incomplete intransitive verb completed by — 

1. A noun ; as, He was secretary. 

2. An adjective; as. Iron is hard. 

3. An adverb ; as. The record is here. 

4. A phrase ; as. The pencils are in the box. 

III. A transitive verb with its object — 

1. A noun; as, I hear micsic. 

2. A pronoun ; as. We saw them. 

3. A phrase ; as. He eocpects to do the work. 



80 SUPPLEMENTARY LESSONS. 

The predicate of a sentence may be enlarged by — 
I. An adverb ; as, — 

He walked slowly. 

II. An adverbial phrase; as, — 

1. They came into the room. 

2. They came to look at the engine. 

Any noun, adjective, or adverb in the predicate may have modifiers of its own. 

WRITTEN EXERCISES. 
I. 

Write sentences^ using as the subject — 

1. A noun. 4. A noun modified by an adjective. 

2. A pronoun. 5. A noun modified by a possessive. 

3. A phrase. 6. A noun modified by an appositive noun. 

7. A noun modified by an adjective phrase. 

II. 

Write sentences^ using as the predicate — 

1. A complete verb. 

2. A complete verb modified by an adverb. 

3. A complete verb modified by a phrase. 

4. An intransitive verb completed by a noun. 

5. An intransitive verb completed by an adjective. 

6. An intransitive verb completed by an adverb. 

7. An intransitive verb completed by a phrase. 

8. A transitive verb with its object. 



ANALYSIS OF SIMPLE SENTENCES. 81 

LESSON XXXII. 

ANALYSIS OF SIMPLE SENTENCES. 

Analyze briefly the following sentences, thus : — 

1. Tell the kind of sentence. 

2. Name the subject and the predicate. 

3. Tell what the subject consists of. 

4. Tell what the predicate consists of. 

Example. — The lowivig herd winds slowly o'er the lea, 

ORAI. ANALYSIS. 

1. This is a simple declarative sentence. 

2. The subject is the lowing herd. The predicate is winds slowly 
o'er the lea. 

3. The subject consists of the noun herd, modified by the adjectives 
lowing and the. 

4. The predicate consists of the verb winds, modified by the adverb 
slowly and by the adverbial phrase o'er the lea. 

1. A roll of thunder was heard at a distance. 

2. He reaps the bearded grain at a breath. 

3. Amidst the storm they sang. 

4. Charity covereth a multitude of sins. 

5. They glided calmly down the tranquil stream. 

6. New are the leaves on the oaken spray. 

7. It is useless to deny the fact. 

8. Study to acquire a habit of accurate expression. 

9. Who planted this old apple-tree t 

10. We should rejoice to hear of the prosperity of others. 



82 SUPPLEMENTARY LESSONS. 

11. Tenderly the season has spared the grassy meadows. 

12. It is very difficult to lay down rules of conduct for others. 

13. All last night we watched the beacons 

Blazing on the hills afar. 

14. It would be absurd to make another attempt. 

15. A gush of smoke came from a chimney in the rear of the 
edifice. 

16. The prospect of success seemed very small. 

i/o His boyish friendships were strong and numerous. 

18. The sad and solemn night 

Hath yet her multitude of cheerful fires. 

19. Who can understand his errors ? 

20. With every puff of the wind the fire leaped upward from 
the hearth, laughing and rejoicing at the shrieks of the wintry 
storm. 

21. In a corner of the room stands his gold-headed cane, 
made of a beautifully polished West India wood. 

22. To speak the truth is the duty of all. 

23. These gay idlers, the butterflies, 
Broke to-day from their winter shroud. 

24. It is not possible to follow the fortunes of this lad through 
these uneventful years. 

25. Having lost the confidence of the people, he was com- 
pelled to resign his office. 



CLAUSES. 83 

LESSON XXXIII. 

CLAUSES. 
(Review Lesson LXXXIV.) 

A part of a sentence that contains a subject and a predi- 
cate is called a clause. 

A clause that expresses the leading or principal thought 
of a sentence is called an independent or pf^incij^al clause. 

A clause that depends upon some other part of the sen- 
tence for its full meaning is called a dependent or subordinate 
clause, 

I. -ADJECTIVE CI.AUSES. 

A clause that is used like an adjective is called an adjective clause ; 
as, — 

L He was the first person t/zat entered the room. 

2. The bay, which lay before us, was covered with sails. 

3. This is the place where the hero fell. 

Read each dependent clause, and tell what it modifies. How are 
these clauses joined to the words they modify? 

II. — ADVERBIAI. CLAUSES. 

A clause that is used like an adverb is called an adverbial clause ; 
as, — 

1. When the signal was given, the boats started. (Time.) 

2. The books will be found where you left them. (Place.) 

3. Speak as you think. (Manner.) 

4. The result was better tha^i I expected. (Degree.) 



84 SUPPLEMENTARY LESSONS. 

5. The building was condemned because it was unsafe. 
(Reason.) 

6. He spoke that the matter might be made clear. (Purpose.) 

7. If our catLse is just, yNQ ^\i'dX\. 's>\!idQ,Q^dc. (Condition.) 

Mention the adverbial clauses, tell what each expresses, and show 
how it is connected to the principal clause. 

III. — NOUN CLAUSES. 

A clause that is used like a noun is called a noun clause or a 
substantive clause ; as, — 

1. What his decision ivill be is uncertain. (Subject.) 

2. I believe that he is honest. (Object.) 

3. The result was that he left the town. (To complete predi- 
cate.) 

4. The hope, that they would be rescued, died away. (In 
apposition to a noun.) 

Mention the noun clauses, and tell how each is used. 

EXERCISE I. — ADJECTIVE CLAUSES. 

Mention all the phrases and clauses in these sentences, name the 
kind of phrase or clause, and tell what each modifies : — 

1. Thrice is he armed that hath his quarrel just. 

2. She listened attentively to every word that was spoken. 

3. He set forth at the head of his followers, who went off in 
a very melancholy state of mind. 

4. At length they came within full sight of the palace, which 
proved to be very large and lofty. 



CLAUSES. 85 

5. She ran quickly to a spot where she had seen a great 
many flowers. 

6. A city that is set on a hill cannot be hid. 

7. But the noblest thing which perished there 
Was that young faithful heart ! 

8. None shrink from discussion but those who are afraid of 
the truth. 

9. We were up before sunrise, in order to take advantage of 
the flood tide, which waits for no man. 

10. Those heavy forests of valuable timber under which your 
lands are groaning must be cleared away. 

11. He found several boxes of ammunition which the enemy 
had not destroyed. 

12. The officer who had borne the flag of truce retired. 

EXERCISE II.— ADVEKBIAI. CLAUSES. 

Point out the adverbial clauses, explain the use of the connectives, 
and tell what each clause expresses : — 

1. The army, when he took command of it, was without any 
discipline or order, 

2. The people murmured, as their suffering increased. 

3. Forgive us our debts as we forgive our debtors. 

4. Let us live while we live. 

5- Days brightly came and calmly went, 

While yet he was our guest. 

6. Dreary is the time when the flowers of earth are withered. 

7. After his recovery he made excursions about the island. 



SUPPLEMENTARY LESSONS. 



8. Since they have come, we must receive them. 

9. Spare that you may spend. 
iq. If they had considered the matter carefully, they would 

have taken a different course. 

EXERCISE III. — NOUN CLAUSES. 

Mention the noun clauses, and show how each is used : - 

1. Remember what has been done for you. 

2. It is good for a man that he bear the yoke in his youth. 

3. " Know thyself " is a comprehensive precept. 

4. I know not what course others may take. 

5. Learn from the birds what foods the thickets yield. 

6. Children are what the mothers are. 

7. It has been truly said that he who sets one great truth 
afloat in the world serves his generation. 

8. Be what nature intended you for, and you will succeed. 
' 9. I learned that he was a universal favorite in the village. 

10. "I will set out to-morrow morning," answered the boy. 

WRITTEN EXERCISES. 



Write five sentences containing adjective clauses. 



n. 



Write five sentences containing adverbial clauses. 



III. 



Write three sentences containing noiin clauses. 



COMPLEX SENTENCES. 87 



LESSON XXXIV. 

COMPLEX SENTENCES. 

A sentence containing a dependent clause is called a 
co^npleoc sentence. 

Sometimes a complex sentence contains more than one dependent 
clause. 

Analyze the following sentences, thus : — 

1. Tell the kind of sentence, 

2. Name the subject and the predicate of the entire sentence. 

3. Tell what the subject consists of. 

4. Tell what the predicate consists of. 

5. Analyze the dependent clause or clauses. 

Example. — ^s we appvoached the house, we heard the sound of 
music, 

ORAI. ANAI.YSIS. 

1. This is a complex declarative sentence, consisting of one inde- 
pendent clause and one dependent clause. 

2. The subject of the entire sentence is we. The predicate of the 
sentence is heai'd the sound of music as we approached the house. 

3. The predicate consists of the verb heard, completed by the object 
sound, and modified by the adverbial clause as we approached the house. 
Th^ noun sound is modified by the and by the adjective phrase of music. 

4. The dependent clause is connected to the principal clause by the 
adverbial conjunction as, expressing time. 

5. The subject of the dependent clause is we ; the predicate, ap- 
proached the house. The predicate consists of the verb approached, 
completed by the object house. House is modified by the. 



88 SUPPLEMENTARY LESSONS. 

1. If you would achieve a high success, you must think for 
yourself. 

2. Old Kasper took it from the boy, 

Who stood expectant by. 

3. One by one we miss the voices which we loved so well to 
hear. 

4. Among the spectators were some school-boys, who came 
to gaze at this group of oddly dressed foreigners. 

5. Where lies the land to which the ship would go ? 

6. The night cometh, when no man can work. 

7. That man is formed for social life is acknowledged by all. 

8. You are not the first person that has made this mistake. 

9. Send me word as soon as you reach your destination. 

10. He had taken only a few steps, when he turned round again. 

11. It is only by degrees that the great body of mankind can 
be led into new practices. 

12. The people believed in him, because he was honest and 
true. 

13. See that you can untie what you tie. 

14. The sight of sea-weed floating past his ship enabled 
Columbus to quell the mutiny which arose amongst his sailors. 

15. If you take my advice, you will turn back. 

16. As nobody objected to this scheme, he proceeded to 
count the whole band. 

17. The honest man was incapable of betraying one, who, in 
extreme peril, had come under the shadow of his roof. 

18. He that leans on his own strength leans on a broken reed. 

19. Fling wide the grain for those who throw 
The clanking shuttle to and fro. 



COMPOUND SENTENCES. 89 

20. We receive but what we give. 

21. He shook off the few drops of moisture which clung to 
its petals. 

22. It was a fine sunny morning when the thrilling cry of 
"land ! " was given from the mast-head. 

23. Those who live only for the world, and in the world, may 
be cast down by the frowns of adversity. 

24. The fox barks not when he would steal the lamb. 

25. I knew by the smoke that so gracefully curled 

Above the green elms, that a cottage was near. 



LESSON XXXV. 

COMPOUND SENTENCES. 

A sentence made up of two or more independent members 
is called a coinpound sentence ; as, — 

1. Knowledge is power, and truth is knowledge. (Simple 
members.) 

2. He that observeth the winds shall not sow, and he that 
regardeth the clouds shall not reap. (Complex members.) 

3. The way was long, the wind was cold. (Connective 
omitted.) 

Analyze the following sentences, thus : — 

1. Tell the kind of sentence. 

2. Name the different members, and tell how they are connected. 

3. Analyze the different members of the sentence. 

Example. — ^ soft auswev tumetJi away wrath, hut grievous 
words stir up anger. 



90 SUPPLEMENTARY LESSONS. 

1. This is a compound declarative sentence, consisting of two indepen- 
dent members connected by the conjunction but, expressing contrast. 

2. The first member, A soft answer turneth away wrath, is simple. 
The subject is a soft answer ; the predicate, turneth away wrath, The 
subject consists of the noun answer, modified by the adjectives soft and 
a, — soft modifying answer, and a modifying soft answer. The predi- 
cate consists of the verb turneth, modified by the adverb away, and 
completed by the object wrath. 

The second member, grievous words stir up anger, is simple. The 
subject is grievous words ; the predicate, stir up anger. The subject 
consists of the noun words, modified by the adjective grievous. The 
predicate consists of the verb stir, modified by the adverb up, and com- 
pleted by the object anger. 

1. The ploughman homeward plods his weary way, 
And leaves the world to darkness and to me. 

2. He had naturally a generous and feeling heart, but his 
temper was wayward and irritable. 

3. The river was covered with solid ice, and the ships were 
buried in four feet of snow. 

4. The time for supplication is past ; the time for action is 
at hand. 

5. He whistled shrill, and he was answered from the hill. 

6. The moon is up, and yet it is not night. 

7. His dark eye flashed, his proud breast heaved, his cheek's 
blood came and went. 

8. The day was nearly gone, and the battle was undecided. 

9. The town had drifted behind us, and we were nearing the 
group of islands. 

10. We strolled along the beach, and gathered large quanti- 
ties of floating moss. 



MISCELLANEOUS SENTENCES FOR ANALYSIS. 91 

11. Learn to govern yourself, and you will be able to govern 
others. 

12. The politician thinks of himself; the statesman thinks of 
his country. 

13. Train up a child in the way he should go, and when he is 
old he will not depart from it. 

14. Once more the gates are opened; an infant group go out. 

15. Fear God, and keep his commandments. 



LESSON XXXVI. 

MISCELLANEOUS SENTENCES FOR ANALYSIS. 

1. His wisdom was made up of a knowledge of things as 
well as of men. 

2. If he had feared difficulties, he would not have died an 
acknowledged leader of men. 

3. "I will not leave my native land," he said, "now that I 
am so unexpectedly restored to it." 

4. When you have a number of duties to perform, always do 
the most disagreeable one first. 

5. My rambles soon led me to the church, which stood at a 
short distance from the village. 

6. It seemed to be drifting slowly towards the north. 

7. Thou hast taught me. Silent River ! 

Many a lesson, deep and long. 

8. '' Down with him ! " cried false Sextus. 

9. Ring out, wild bells, to the wild sky. 



92 SUPPLEMENTARY LESSONS. 

10. It is not enough to do the right thing, but we must do it 
in the right way, and at the right time. 

11. Heaped in the hollows of the grove, the autumn leaves 

lie dead; 
They rustle to the eddying gust, and to the rabbit's 
tread. 

12. He who needlessly breaks his appointment shows that he 
is as reckless of the waste of others' time as of his own. 

13. Economy is of itself a great revenue. 

14. He read few books, but mastered all he read. 

15. He walks forth in the fields and forests, and not a green 
or rosy tint escapes his vigilant eye. 

16. He was only too glad to comply with this condition. 

17. They will help you to build the city. 

18. Choose the timbers with greatest care; 
Of all that is unsound beware. 

19. Between two of the bookcases hung a looking-glass. 

20. The good old year is with the past. 

21. The vine still clings to the mouldering wall. 

22. A thing of beauty is a joy forever. 

23. It is no easy matter to discover the exact spot where a 
sunken vessel lies. 

24. Having completed his surveys, he set forth from the 
south branch of the Potomac on his return homeward. 

25. Six days shalt thou labor and do all thy work. 

26. The cause of American independence was now to be 
presented to the world in such a manner as to engage its 
sympathy, to command its respect, to attract its admiration. 



( 



MISCELLANEOUS SENTENCES FOR ANALYSIS. 93 

27. We do not know how the matter will be decided. 

28. The next gale that sweeps from the North will bring to 
our ears the clash of resounding arms. 

29. It has a purpose, and that purpose gives it its character. 

30. Not a ripple stirred on the glassy surface of the lake. 

31. Nothing ever passed through his hands without receiving 
improvement, and no person ever went into his company with- 
out gaining wisdom. 

32. He who has made the acquisition of a judicious and 
sympathizing friend, may be said to have doubled his mental 
resources. 

33. One by one the singing birds come back. 

34. The proper business of friendship is to inspire life and 
courage. 

35. Hark ! — that heavy sound breaks in once more. 

36. The sea-birds screamed as they wheeled around. 

37. He felt the cheering power of spring ; 
It made him whistle, it made him sing. 

38. What lessons of golden wisdom this old chair might 
utter ! 

39. They deserved respect ; for they were good men as well 
as brave. 

40. He that would honor win 

Must not fear dying. 

41. When the stranger had finished the story of his adven- 
tures, he looked around at the attentive faces of the listeners. 

42. One of the hardest things in this world is, to see the 
difference between real dangers and imaginary ones. 



94' SUPPLEMENTARY LESSONS. 



43. *' Welcome, brave stranger!" cried she. ''We were 
expecting you." 

44. How fleet is a glance of the mind ! 

45. They are slaves who dare not be 
In the right with two or three. 

SELECTIONS FOR THOUGHT ANALYSIS. 

To the Teacher. — Question pupils upon the following selections, leading them to 
state, step by step, the office of each sentence and to trace the relations that the 
different sentences bear to one another. Call for the meanings of unusual words and 
phrases, for the explanation of all allusions, and require the pupil to give in his own 
words the substance of each thought. 



THE BIRTHDAY OF WASHINGTON. 

The birthday of the "Father of his Country" ! May it ever 
be freshly remembered by American hearts ! May it ever re- 
awaken in them a filial veneration for his memory ; ever re-kindle 
the fires of patriotic regard to the country which he loved so 
well ; to which he gave his youthful vigor and his youthful 
energy during the perilous period of the early Indian warfare ; 
to which he devoted his life, in the maturity of his powers, in 
the field ; to which again he offered the counsels of his wisdom 
and his experience as president of the convention that framed 
our Constitution ; which he guided and directed while in the 
chair of state, and for which the last prayer of his earthly 
supplication was offered up when it came the moment for him 
so well, and so grandly, and so calmly, to die ! He was the first 
man of the time in which he grew. His memory is first and 



SELECTIONS FOR THOUGHT ANALYSIS. 95 

most sacred in our love ; and ever hereafter, till the last drop 
of blood shall freeze in the last American heart, his name shall 
be a spell of power and might. ^^^^ Choate. 

u. 

THE CONSTITUTION. 

What is the Constitution ? It is the bond which binds 
together millions of brothers. What is its history ? Who made 
it ? monarchs, crowned heads, lords, or emperors ? No, it was 
none of these. The Constitution of the United States, the 
nearest approach of mortal to perfect political wisdom, was the 
work of men who purchased liberty with their blood, but who 
found that, without organization, freedom was not a blessingc 
They formed it, and the people, in their intelligence, adopted 
it. And what has been its history ? Has it trodden down any 
man's rights ? Has it circumscribed the liberty of the press ? 
Has it stopped the mouth of any man .'' Has it held us up as 
objects of disgrace abroad.'* How much the reverse! It has 
given us character abroad ; and when, with Washington at its 
head, it went forth to the world, this young country at once 
became the most interesting and imposing in the circle of civil- 
ized nations. How is the Constitution of the United States 
regarded abroad ? Why, as the last hope of liberty among men. 
Wherever you go, you find the United States held up as an 
example by the advocates of freedom. The mariner no more 
looks to his compass, or takes his departure by the sun, than 
does the lover of liberty abroad shape his course by reference 
to the Constitution of the United States. 

Daniel Webster. 



96 SUPPLEMENTARY LESSONS. 

III. 

WHAT CONSTITUTES A STATE? 

What constitutes a state ? 
Not high-raised battlement or labored mound, 

Thick wall or moated gate ; 
Not cities proud with spires and turrets crowned ; 

Not bays and broad-armed ports, 
Where, laughing at the storm, rich navies ride ; 

Not starred and spangled courts. 
Where low-browed baseness wafts perfume to pride. 

No : men, high-7ninded men. 
With powers as far above dull brutes endued 

In forest, brake, or den, 
As beasts excel cold rocks and brambles rude ; 

Men who their duties know. 
But know their rights, and, knowing, dare maintain, 

Prevent the long-aimed blow. 

And crush the tyrant while they rend the chain ; 

These constitute a state. 

Sir William Jones. 

IV. 

DUTIES OF AMERICAN CITIZENS. 
This lovely land, this glorious liberty, these benign institu- 
tions, the dear purchase of our fathers, are ours ; ours to enjoy, 
ours to preserve, ours to transmit. Generations past, and gen- 
erations to come, hold us responsible for this sacred trust. 
Our fathers, from behind, admonish us with their anxious 
paternal voices ; posterity calls out to us from the bosom of 
the future; the world turns hither its solicitous eyes — all, all 



SELECTIONS FOR THOUGHT ANALYSIS. 97 

conjure us to act wisely and faithfully in the relation which 
we sustain. We can never indeed pay the debt which is upon 
us ; but by virtue, by morality, by religion, by the cultivation 
of every good principle and every good habit, we may hope to 
enjoy the blessing through our day, and to leave it unimpaired 
to our children. Let us feel deeply how much of what we are 
and of what we possess we owe to this liberty and these insti- 
tutions of government. Nature has, indeed, given us a soil 
which yields bounteously to the hands of industry ; the mighty 
and fruitful ocean is before us, and the skies over our heads 
shed health and vigor. But what are lands, and seas, and skies, 
to civilized man, without society, without knowledge, without 
morals, without religious culture ? and how can these be en- 
joyed, in all their extent and all their excellence, but under the 
protection of wise institutions and a free government ? There 
is not one of us who does not, at this moment and at every 
moment, experience in his own condition and in the con- 
dition of those most near and dear to him, the influence and 
the benefits of this liberty and these institutions. Let us then 
acknowledge the blessing ; let us feel it deeply and powerfully ; 
let us cherish a strong affection for it, and resolve to maintain 

and perpetuate it. 

Daniel Webster. 

V. 

PATRIOTISM. 

Breathes there the man, with soul so dead. 
Who never to himself hath said. 

This is my own, my native land ! 
Whose heart hath ne'er within him burned, 



98 SUPPLEMENTARY LESSONS. 

As home his footsteps he hath turned 

From wandering on a foreign strand! 
If such there breathe, go, mark him well ; 
For him no minstrel raptures swell ; 
High though his titles, proud his name, 
Boundless his wealth as wish can claim ; 
Despite those titles, power, and pelf, 
The wretch, concentred all in self. 
Living, shall forfeit fair renown, 
And, doubly dying, shall go down 
To the vile dust, from whence he sprung. 
Unwept, unhonored, and unsung. 



1 



Sir Walter Scott. 



VI. 

AMERICA. 

My country, 'tis of thee, 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the pilgrims' pride. 
From every mountain-side 

Let freedom ring. 

My native country, thee, 
Land of the noble free. 

Thy name I love ; 
I love thy rocks and rills. 
Thy woods and templed hills ; 
My heart with rapture thrills 

Like that above. 



SELECTIONS FOR THOUGHT ANALYSIS. 99 

Let music swell the breeze, 
And ring from all the trees 

Sweet Freedom's song; 
Let mortal tongues awake, 
Let all that breathe partake. 
Let rocks their silence break, 

The sound prolong. 

Our Fathers' God, to thee, 
Author of liberty, 

To thee we sing ; 
Long may our land be bright 
With Freedom's holy light; 
Protect us by thy might, 

Great God, our King. 



EXERCISES IN COMPOSITION. 

To the Teacher. — Require the pupil to put forth his best effort in each exercise. 
Accept no careless work, either in thought or in expression. Before writing some of 
these exercises, the pupil should refer to the forms and directions in Part Fourth. 



YELLOWSTONE PARK. 

I. Tell where Yellowstone Park is, give its area, and tell 

something of its surface. 2. Describe some of its great natural 

curiosities. 

II. 

You promised to spend last evening at the home of one of 
your friends, but you were unable to do so. Write to your 
friend, giving a reason for your absence, and expressing your 
regret at not being able to keep the appointment. 

III. 

You have lost a watch. Write an advertisement about the 
lost article, to be inserted in one of the newspapers in your 
town. 

IV. 

MY FAVORITE BOOKS. 

I. Tell which your favorite books are. 2. State your rea- 
sons for liking each, 

V. 

Write to Messrs. Light & Wood, 781 Broadway, New York, 
asking them to send you samples of their letter-paper sold by 
the pound. 



EXERCISES IN COMPOSITION. 101 



TI. 

Write an order, in the third person, for such groceries as 
will be needed in your family for the coming week. Use in 
your order the real name of some grocer. 



VII. 



You are obliged to leave school on account of illness in your 
family. Write a letter to your teacher, stating the cause of 
your absence from school. 

VIII. 



MY TRIP TO . 

State the object of your trip, and give a full account of what 
you saw. 

Note. — The pupil should describe some trip that he has actually taken. 

IX. 

Write a short conversation between a landlord and a tenant, 
about painting and papering certain rooms in the house occu- 
pied by the tenant. 

X. 

Mrs. Margaret Joy, who lives at Catskill, N.Y., wishes to 
rent a house in Poughkeepsie. She writes to Hunt and Sayles, 
Real Estate Agents, Poughkeepsie, N.Y., telling them what 
kind of house she wants. Write the letter for her. 

XI. 

THE HUMAN SKIN. 

I. Describe the structure of the skin. 2. State its uses. 
3. Tell what care it needs. 



102 SUPPLEMENTARY LESSONS. 

XII. 

Write to a publisher, and order six different books. State 
the title of each book, and mention the style of binding that 
you prefer. 

XIII. 

A WESTERN RANCH. 

I. Tell what a ranch is, and how it differs from a farm. 

2. Describe the way in which the cattle and sheep are allowed 
to wander about from place to place, tell how the herdsmen 
keep track of them, and how a ranchman knows his own stock. 

3. Describe the buildings and the manner of life on a ranch. 

XIV. 

Your mother is away from home, and your father has met 
with a serious accident. Send to your mother a telegram of 
not more than ten words, asking her to come home immediately. 

XV. 

Write on one of the following subjects : — 

What Boys should Learn to Do. 
What Girls should Learn to Do. 

XVI. 

Write a letter to one of your friends, giving an account of 
your school work and telling what part of the work you like 
best. 

XVII. 

USES OF FORESTS. 

I. Tell how forests affect the water courses ; how they prevent 
floods and drouths ; how they affect soil and climate ; and men- 
tion any other uses of forests that occur to you. 



EXERCISES IN COMPOSITION. 103 

XVIII. 

You wish the position of assistant librarian in the public 
library of your town. Write to the Library Committee, making 
an application for the position. State your qualifications, and 
give for reference the name of your teacher. 

XIX. 

Tell, as clearly as you can, how to do any one of the following 
things : — 

How to Raise Potatoes. How to Set the Dinner Table. 

How to Play Base-Ball. How to Make a Flower-Bed. 

XX. 

On the first day of this month Edward T. Dunn paid you 
twenty dollars for instruction in German. Write a receipt for 
the amount received. 

XXI. 

Your father is in New York on business. Write him a letter, 
telling him how you miss him and anything he would like to 
know about home matters. 

XXII. 

THE SIGNAL SERVICE. 

Tell what the object of the Signal Service is; how the warn- 
ing of the approach of storms is given ; how these weather 
reports aid people on shipboard and on land. 

XXIII. 

1. Mr. and Mrs. Charles South invite you to dinner next 
Thursday at six o'clock. Write the invitation. 

2. Write an answer, accepting the invitation. 

3. Write an answer, declining the invitation. Give a reason 
for declining. 



104 SUPPLEMENTARY LESSONS. 

XXIV. 

A concert is to be given in your town next Tuesday evening. 
Write a notice, telling when and where it is to be held. 

XXV. 

OUR SONG BIRDS. 

1. Tell what the most common song birds are in your locality, 
and show how they aid man and give him pleasure. 

2. Mention some of the enemies of birds, such as cats, owls, 
egg-collectors, etc. 

3. Show what the effect of using birds for millinery purposes 
has been, and tell what you know about the societies that have 
been formed to prevent their destruction. 



SUMMARY OF DEFINITIONS AND RULES. 

[These definitions and rules are placed here simply for reference.] 
I. — NOUNS. 

A word used as a name is called a noun. 

A name that belongs to an individual person or thing is called a 
proper noun ; as, Herbert, London, Vassar College. 

A name that applies to every one of a class of persons or things is 
called a common noun ; as, boy, city, college. 

NUMBER. 

The form of a word used in- speaking of one person or thing is 
called the singular form. 

The form of a word used in speaking of more than one person or 
thing is called the plural form. 

1. Add s to the singular of most nouns, to form the plural; as, bird, 
birds ; paper, papers. 

2. When the singular ends in a sound that does not unite easily with 
the sound of s^ some nouns add es to the singular, to form the plural; 
z.%, glass, glasses ; box, boxes; watch, watches ; dish, dishes. 

3. Some nouns ending in / or /e, change / or fe to ves^ to form the 
plural; as, leaf, leaves ; knife, knives. 

4. Nouns ending in y after a consonant, change y to ies, to form the 
plural; ^s, fly, flies ; city, cities ; army, arfnies. 

5. Nouns ending in y after a vowel, add s to the singular, to form the 
plural; as, day, days ; journey, journeys ; toy, toys. 

6. Some nouns form their plurals in irregular ways; as, man, men ; mouse, 
mice ; child, children. 

7. Some nouns have the same form in the singular and in the plural; 
as, sheep, deer, trout, cannon. 



106 SUPPLEMENTARY LESSONS. 

GENDER. 

A noun that denotes a male is said to be of the masculine gender ; 
as, man, brother. 

A noun that denotes a female is said to be of the feminine gender ; 
as, woman, girl. 

The gender of nouns is distinguished in three ways: — 

1. By different words; as, man, woman. 

2. By different endings; as, heir, heiress. 

3. By prefixing words indicating the sex; as, man-servant, maid-servant. 

A noun that may denote either a male or a female is said to be of the 
common gender; as, cousin, parent, friend. 

A noun that names a thing neither male nor female is said to be of 
the neuter gender ; as, pen, house, river. 

CASE. 

A noun used as the subject of a verb is said to be in the nominative 
case. 

A noun used to show possession is said to be in the possessive 
case. 

1. Add the apostrophe (') and s to a singular noun, to form the pos- 
sessive ; as, day, dafs ; sister, sister^ s. 

2. Add the apostrophe (') to a plural noun ending in s, to form the 
possessive; as, days, days' ; sisters, sister s\ 

3. Add the apostrophe (') and s to a plural noun not ending in s, to 
form the possessive; as, women, women's ; children, children's. 

Note, — When a name is composed of two or more words, add the possessive 
sign to the last word only; as, Morse and Sons'. 

A noun used as the object of a verb or of a preposition is said to be 
in the objective case. 

II. — PRONOUNS. 

A word used for a noun is called a pronoun. 

A pronoun that shows by its form whether the person speaking is 



I 



DEFINITIONS AND RULES. 107 

meant, the person spoken to, or the person or thing spoken of, is called 
a personal pronoun. 

A pronoun that denotes the person speaking is said to be in the first person. 
A pronoun that denotes a person spoken to is said to be in the second person. 
A pronoun that denotes a person or a thing spoken of is said to be in the third 
person. 

FORMS OF PERSONAI. PRONOUNS. 
First Person. 

Singular. Plural. 

Nom. I, Noni. we, 

Poss. my, or mine, Poss. our, or ours, 

Obj. me. Obj. us. 

Second Person. 

Nom. thou, Nom. ye, or you, 

Poss. thy, or thine, Poss. your, or yours, 

Obj. thee. Obj. you. 

Third Person, Masculine. 

Nom. he, Nom. they, 

Poss. his, Poss. their, or theirs. 

Obj. him. Obj. them. 

Third Person, Feminine. 

Nom. she, Nom. they, 

Poss. her, or hers, Poss. their, or theirs, 

Obj. her. (9(^'. them. 

Third Person, Neuter. 

Nom. it, A^(7w. they, 

/'c'^j. its, Poss. their, or theirs, 

Obj. it. 6><5;'. them. 

A word that may be used as an adjective or as a pronoun is called an 
adjective pronoun. 

A word that refers to a preceding noun or pronoun and connects it 
with a clause is called a relative pronoun. 



108 SUPPLEMENTARY LESSONS. 



A pronoun that is used to ask a question is called an interrogative 
pronoun. 





FORMS OF WHO. 




Nominative. 


Possessive. 


Objective. 


who, 


whose, 


whom. 



III. — ADJECTIVES. 

A word used to modify a noun or a pronoun is called an adjective. 

Adjectives have different forms to express different degrees of quality : — 

1. The form that simply expresses the quality is called the positive; as, tall, 
short. 

2. The form that expresses a higher or a lower degree of the quality is called the 
comparative ; as, taller, shorter. 

3. The form that expresses the highest or lowest degree of the quality is called 
the superlative ; as, tallest, shortest. 

IV.— VERBS. 

A word that asserts is called a verb. 

KINDS OF VERBS. 

A verb that requires an object is called a transitive verb. 
A verb that represents the subject as acting is called active. 
A verb that represents the subject as being acted upon is called passive. 
A verb that does not require an object is called an intransitive 
verb. 

A verb that helps another verb to express its meaning is called an auxiliary verb. 
FORMS OF VERBS. 

A verb that forms the past tense by adding ed or d to the present is 
called a regular verb ; as, walk, walked ; move, moved. 

A verb that does not form the past tense by adding ed or d to the 
present is called an irregular verb ; as, come, came ; do, did. 

Some forms of the verb do not assert, but assume or imply certain 



DEFINITIONS AND RULES. 109 

actions. The form that simply names an action, Hke a noun, is called 
an infinitive. The form that describes, hke an adjective, is called a 
participle. 

MODE. 

The manner of asserting is called the mode of a verb. 

When a verb simply states a fact or asks a question, it is said to be in 
the indicative mode. 

When a verb expresses a command or an entreaty, it is said to be in 
the imperative mode. 

When a verb expresses something as conditional or doubtful, it is 
said to be in the subjunctive mode. 

TENSE. 

The form of a verb that expresses the time of an action is called 
tense. 

A verb that asserts something in present time is said to be in the 
present tense. 

A verb that asserts something in past time is said to be in the past 
tense. 

A verb that asserts something in future time is said to be in the 
future tense. 

A verb that denotes the action as completed at the present time is 
said to be in the present perfect tense. 

A verb that denotes the action as having been completed before some 
past time is said to be in the past perfect tense. 

A verb that denotes an action to be completed before some future 
time is said to be in the future perfect tense. 



110 



SUPPLEMENTARY LESSONS. 



CONJUGATION OF THE VEKB HEAR. 

Active Forms. Passive Forms. 







bb 


I. 


I hear, 


I. 


I am heard. 






c 


2. 


Thou hearest, 


2. 


Thou art heard, 




Present 


'in 


3- 


He hears. 


3- 


He is heard. 




Tense. 


'S 


I. 


We hear, 


I. 


We are heard, 








2. 


You hear. 


2. 


You are heard, 






s 


3- 


They hear. 


3- 


They are heard. 






bJO 


I. 


I heard, 


I. 


I was heard. 






g 


2. 


Thou heardest, 


2. 


Thou wast heard, 




Past 


c75 


3- 


He heard. 


3- 


He was heard. 




Tense. 


'rt 




We heard, 




We were heard. 






s 


2. 


You heard, 


2. 


You were heard, 






s 


3- 


They heard. 


3- 


They were heard. 






bJD 


I_ 


I shall hear, 


i^ 


I shall be heard, 








2, 


Thou wilt hear, 


2. 


Thou wilt be heard. 


4^ 


Future 


c?: 


3- 


He will hear. 


3. 


He will be heard. 


1 


Tense. 


13 


I. 


We "shall hear, 


I. 


We shall be heard. 


® 




s 


2. 


You will hear. 


2. 


You will be heard. 


> 




s 


3- 


They will hear. 


3- 


They will be heard. 


» 
s 




bi) 


I_ 


I have heard. 


I. 


I have been heard. 


H 




c 


2. 


Thou hast heard. 


2. 


Thou hast been heard, 




Present 


m 


3- 


He has heard. 


3- 


He has been heard. 




Perfect 
Tense. 


"rt 


I. 


We have heard, 


I. 


We have been heard, 







2. 


You have heard. 


2. 


You have been heard, 






E 


3- 


They have heard. 


3- 


They have been heard. 






bJO 


I_ 


I had heard, 


I. 


I had been heard. 






g 


2. 


Thou hadst heard, 


2. 


Thou hadst been heard, 




Past 


c75 


3- 


He had heard. 


3- 


He had been heard. 




Perfect 
Tense. 


-g' 




We had heard. 




We had been heard. 




;i 


2. 


You had heard. 


2. 


You had been heard. 






s 


3- 


They had heard. 


3- 


They had been heard. 






bJo 


I_ 


I shall have heard. 


I. 


I shall have been heard, 






fl 


2. 


Thou wilt have heard, 


2. 


Thou wilt have been heard, 




Future 


m 


3- 


He will have heard. 


3- 


He will have been heard. 




Perfect 
Tense. 


"rt 




We shall have heard, 




We shall have been heard. 




^ 


2. 


You will have heard, 


2. 


You will have been heard. 






S 


3- 


They will have heard. 


3- 


They will have been heard. 



DEFINITIONS AND RULES. 



Ill 







Active Forms. 


Passive Forms. 




Present 
Tense. ^ 


1. (If) I hear, 

2. (If) thou hear, 

3. (If) he hear. 

1. (If) we hear, 

2. (If) you hear, 

3. (If) they hear. 


1. (If) I be heard, 

2. (If) thou be heard, 

3. (If) he be heard. 

1. (If) we be heard, 

2. (If) you be heard, 

3. (If) they be heard. 


s 

•^ 

a 
m 


bJO 
s 

Past 
Tense. '^ 

Ph 


1. (If) I heard, 

2. (If) thou heard, 

3. (If) he heard. 

1. (If) we heard, 

2. (If) you heard, 

3. (If) they heard. 


1. (If) I were heard, 

2. (If) thou wert heard, 

3. (If) he were heard. 

1. (If) we were heard, 

2. (If) you were heard, 

3. (If) they were heard. 




Tense. '3 

1-1 


Hear thou. 
Hear ye or you. 


Be thou heard. 

Be ye or you heard. 


1 

S 
H 


Present 

Present 
Perfect. 


(To) hear. 
Hearing. 

(To) have heard. 


(To) be heard. 
Being heard. 

(To) have been heard. 



Present. 
Perfect. 
Pres.Per. 



Hearing. 



Having heard. 



Being heard. 

Heard. 

Having been heard. 



112 



SUPPLEMENTARY LESSONS. 



SYNOPSIS OF THE VERB SJE^H. 

First Person, Sing. Second Person, Sing. Third Person, Sing. 



6 
> 

H 


Present. 
Past. 
Future. 
Pres. Perf. 
Past Perf 
Future Perf. 


I hear. 

I heard. 

I shall hear. 

I have heard. 

I had heard. 

I shall have heard. 


Thou hearest. 
Thou heardest. 
Thou wilt hear. 
Thou hast heard. 
Thou hadst heard. 
Thou wilt have heard. 


He hears. 

He heard. 

He will hear. 

He has heard. 

He had heard. 

He will have heard. 




Present. 
Past. 


(If) I hear. 
(If) I heard. 


(If) thou hear. 
(If) thou heard. 


(If) he hear. 
(If) he heard. 


H. 


Present. 




Hear thou. 





V. — ADVERBS. 

A word that modifies a verb, an adjective, or another adverb is called 
an adverb. 

VI. — PREPOSITIONS. 

A word placed before a noun or a pronoun to show its relation to 
some other word in the sentence is called a preposition. 

VII. — CONJUNCTIONS. 

A word that connects sentences or similar parts of the same sentence 
is called a conjunction. 

Conjunctions that connect sentences or parts of sentences of equal 
rank are called co-ordinate conjunctions. 

Conjunctions that connect parts of sentences of unequal rank are 
called subordinate conjunctions. 

VIII. — INTERJECTIONS. 

A word added to a sentence to indicate some sudden feeling is called 
an interjection. 



DEFINITIONS AND RULES. 113 

THE SENTENCE. 

A complete thought expressed in words is called a sentence. 

A sentence consists of two parts : the part that shows what is spoken 
of is called the subject; the part that tells something about the thing 
spoken of is called the predicate. 

STRUCTURE OF SENTENCES. 

A sentence that expresses one thought is called a simple sentence. 

A sentence containing a dependent clause is called a complex 
sentence. 

A sentence made up of two or more independent members is called a 
compound sentence. 

USE OF SENTENCES. 

A sentence that states or declares something is called a declarative 
sentence. 

A sentence that expresses a command or a request is called an 
imperative sentence. 

A sentence that asks a question is called an interrogative sentence. 

A sentence that expresses sudden or strong feeling is called an 
exclamatory sentence. 

PHRASES AND CLAUSES. 

A combination of words performing a distinct office in a sentence, but 
not having a subject and a predicate, is called a phrase. 

A part of a sentence that contains a subject and a predicate is called 
a clause. 



114 LESSONS IN ENG^LISH. 

RULES FOR CAPITAIj LETTERS. 
I. 

The first word of every sentence should begin with a 
capital letter. 

II. 

A proper noun should begin with a capital letter ; as, Her- 
bert, London. 

Note. — When a proper name is made up of two or more words, each word 
should generally begin with a capital letter; as, New York, Yale College. 

III. 

Words derived from proper nouns should begin with cap- 
ital letters ; as, Christian, Roman. 

IV. 

The names of the days of the week and the names of the 
months should begin with capital letters ; as, Monday, June, 

V. 

When a title is applied to an individual, or when it is 
used as part of a name, it should begin with a capital let- 
ter ; as, The Mayor of Chicago, President Lincoln, Aunt Mildred. 

VI. 

The name of a religious body or of a political party, or 
of any special body of men, should begin with a capital 
letter ; as, Presbyterians, Democrats, Freemasons. 

VII. 

Words naming particular things or events of special 
importance should begin with capital letters ; as, The Decla- 
ration of Independence, The Constitution of the United States. 



MARKS OF PUNCTUATION. 115 



vm. 

The important words in the title of a book, of a news- 
paper, or of any other composition, should begin with cap- 
ital letters ; as, Robinson Crusoe, Harper's Young People, My Trip 
to the Mountains. 

EX. 

All names and titles of the Deity should begin w^ith 
capital letters; as, Lord, Creator, Father, The Supreme Being. 

X. 

The pronoun I and the interjection O should be written 

"with capital letters; as, O father, I see a gleaming light! 

XI. 

The first word of a direct quotation should begin with 
a capital letter ; as. He replied, " Kindness wins friends.^' 

XII. 

The first word of every line of poetry should begin with 
a capital letter ; as, — 

" The curfew tolls the knell of parting day, 
The lowing herd winds slowly o'er the lea, 
The ploughman homeward plods his weary way. 
And leaves the world to darkness and to me.'^ 

MARKS OF PUNCTUATION. 
I. 

A complete sentence, not interrogative or exclamatory, 
should be followed by a period. 

II. 

Every abbreviated word should be foUow^ed by a period ; 
as, Mr., Dr., Prof. 



116 LESSONS IN ENGLISH. 

III. 

The title of a composition, the address of a person on 
a letter, and the signature to a letter or other document, 
should be followed by a period. 

IV. 

An interrogative sentence should be followed by the 
interrogation point; as, Whither are you going? 

V. 

An exclamatory word, phrase, or sentence should be fol- 
lowed by the exclamation point ; as, Hark ! I hear footsteps. 
O noble judge ! What a wondejful gift he possesses / 

VI. 

Words or phrases in the same construction should be 
separated by commas ; as, The lowlands are hot, damp, and un- 
healthy. 

Note. — Two words in the same construction, or two short phrases connected by 
and, or, or nor, should not be separated by the comma; as, He was brave and 
patriotic. 

VII. 

A transposed phrase or clause should generally be sepa- 
rated from the rest of the sentence by a comma; as, In a 

ve7y short time, they had passed the spot. If we fail, you will be dis- 
appointed. 

Note. — If the phrase is closely united with the sentence, the comma is not used; 
as, Beneath the window is a wooden bench. 

vm. 

An explanatory phrase should be separated from the 
rest of the sentence by a comma or commas ; as, Milton, the 
great English poet, was blind. 



MARKS OF PUNCTUATION. 117 

IX. 

Words, phrases, or clauses placed bet"ween closely related 
parts of a sentence should be separated from the rest of the 
sentence by commas ; as, // was, in fact, the only thing to do. 

X. 

The clauses of a compound sentence, when short and 
closely connected, should be separated by the comma ; as, 

We found the box, but it was empty. 

XI. 

When the members of a compound sentence are sub- 
divided by the comma, they are usually separated by the 
semicolon ; as, The little brook ran along, pausing here to forin a 
pool; and then it hurried onward, as if in haste to reach the lake. 

XII. 

Every direct quotation should be enclosed by quotation 
marks. When the quotation is divided by other words, 
each part should be enclosed by quotation marks; as, ^^The 
greatest of faults, ^'' says Carlyle, " is to be conscious of none.^^ 

XIII. 

If a quotation is short and not formally introduced, it 
should be separated from the preceding part of the sen- 
tence by a comma ; as, Agassiz once said, " / have no time to 
waste in making money. ''^ 

, XIV. 

When a quotation is formally introduced by thus^ as fol- 
lows, these words, or some similar expression, it should be 
preceded by a colon ; as, Agassiz replied as follows : " I have no 
time to waste in making money. ^^ 



118 LESSONS lisr ENGLISH. 



The name of a person addressed should be separated ^ 
from the rest of the sentence by a comma or commas ; as, 

Where are you going, Paul? Come, Frank, the boat is ready. 



NDEX. 



SUPPLEMENTARY LESSONS. 



Active Forms of Verbs, ^^^ 49- 
Adjectives, 30. 

Use of, 30. 

Forms of, 30, 108. 
Adverbs, 62, 112. 

Interrogative, 63. 

Of Affirmation and Negation, 63. 

Of Degree, 63. 

Of Manner, 62. 

Of Place, 62. 

Of Time, 62. 
Alphabetical List of Verbs, 54-58. 
Analysis of Sentences — 

Complex, 87. 

Compound, 89. 

Miscellaneous, 91-94. 

Simple, 81. 
Auxiliary Verbs, 47, 48. 
Be, Forms of, 46. 
Case — 

Nominative, 10. 

Objective, 11. 

Possessive, 10. 
Clauses, 83. 

Adjective, 83. 

Dependent, 83. 

Independent, 83. 

Substantive, 84. 



Comma, 25. 
Composition, 100-104. 
Conjugation of the Verb, 49. 

Active Forms, 49. 

Passive Forms, 51. 

Progressive Forms, 53. 

Complete, no, in. 
Conjunctions, 67. 

Co-ordinate, 67. 

Subordinate, 68. 
Forms of Nouns — 

Feminine, 8. 

Masculine, 8. 

Plural, 6. 

Possessive, 11. 

Singular, 6. 
Forms of — 

Personal Pronouns, 23. 

Relative Pronouns, 107. 

Verbs, 54-58. 
Gender — 

Common, 8. 

Feminine, 8. 

Masculine, 8. 

Neuter, 8. 
Hyphen, 5. 
Infinitive, The, 38. 

Compound Form, 38. 



120 



INDEX. 



Infinitive, The — 

Form in ing, 38. 

Simple Form, 38. 
Interjections, 71. 
Mode, 35. 

Indicative, 35. 

Imperative, 36. 

Subjunctive, 36. 
Modifiers — 

Of Subject, 78. 

Of Predicate, 80. 
Nouns, 3-22. 

Case, 10-12, 106. 

Classes, 3, 4, 105. 

Gender, 8, 106. 

Number, 6, 105. 

Uses of, 13-20. 
Number — 

Of Nouns, 6. 

Of Pronouns, 28. 

Of Verbs, 45. 
Object — 

Adverbial, 17. 

Direct, 17. 

Indirect, 17. 
Participle, The, 41. 

Active, 41. 

Compound, 41. 

Passive, 41. 

Past, 41. 

Present, 41. 
Passive Forms of Verbs, 33, 51. 
Person — 

Of Pronouns, 22. 

Of Verbs, 45. 
Phrases, 73. 

Adjective, 760 



Phrases — 

Adverbial, 76. 

Appositive, 74. 

Infinitive, 74. 

Participial, 74. 

Prepositional, 73. 

Substantive, 76. 
Predicate, The, i. 

Of Simple Sentence, 79. 
Prepositions, 65. 
Pronouns, 22. 

Adjective, 23, 107. 

Interrogative, 25, 108. 

Personal, 22, 107. 

Relative, 24, 107. 
Selections for Thought Analysis, 
94-99. 

America, 98. 

Duties of American Citizens, 96. 

Patriotism, 97. 

The Birthday of Washington, 
94. 

The Constitution, 95. 

What Constitutes a State ? 96. 
Sentences — 

Kinds of, i. 

Complex, 87. 

Compound, 89. 

Simple, 78. 
Study of Verbs, 60, 61 o 
Subject — 

Of Verb, iz- 

Of Sentence, i. 

Of Simple Sentence, 78. 
Summary of Definitions and Rules, 

105-113- 
Synopsis of Verb, 112. 



INDEX. 



121 



Tabulated Forms of Verb, no, in. 
Tense, 43. 

Future, 43. 

Future Perfect, 44. 

Past, 43. 

Past Perfect, 43. 

Present, 43. 

Present Perfect, 43. 
Uses of the Infinitive — 

Object of Preposition, 39. 

Object of Verb, 39. 

Subject of Verb, 38. 

To Complete Predicate, 39, 

To Express Purpose, 39. 
Uses of Nouns, 13-20. 

Adverbial Object, 17. 

Appositive, 18. 

In Address, 18. 

Indirect Object, 17. 



Uses of Nouns — 

Nominative Absolute, 19. 

Object of an Infinitive, 15. 

Object of a Participle, 14. 

Object of a Preposition, 17. 

Object of a Verb, 14. 

Possessive Modifier, 14. 

Subject of Verb, 13. 

To Complete Predicate, 39. 
Use of Pronouns, 27, 28, 29. 
Verbs, 33-61. 

Auxiliary, 47. 

Classes, 33, 108. 

Forms of, 33, 36, 38, 41, 45, 46 
49, 58. 

Mode, 35. 

Person and Number, 45. 

Tense, 43. 



Pres^ of Rockwell and Churchill, jg Arch St., Boston. 



ENGLISH LAUGUAGE. 



Practical Lessons in the Use of English, 

For Primary and Grammar Schools, By Mary F. Hyde, Teacher of 
Composition in the State Normal School, Albany, N.Y. Cloth, 158 pp. 
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THIS series consists of two books. The first part of the First Book 
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I 



